Research On Teacher-Student Interactions In Quality Art Classrooms In Secondary Schools Based-on FIAS

Effective teacher-student interactions in the art class is not only beneficial for teachers to teach efficiently,it is also helpful for students to better absorb knowledge.In order to analyze the effective teacher-student interactions in quality art classrooms in secondary education,this research uses the Flanders Interactive Analysis System as a tool to study the 19 sample quality courses selected from the “2018 the Eighth National Primary and Secondary School Art Class On-the-spot Observation Training Activities”.On the basis of former researches,the tool is defined according to the actual teaching in art classrooms of secondary schools.The author has collected first-hand materials based on classroom observations,after-school teaching video analysis,interviews with the teachers and student questionnaires.After conducting a thorough analysis of the materials,the author has found the following characteristics of quality teacher-student interactions: the speech act featuring open-ended questions,the emotional atmosphere of acceptance and respect,the indirect enhanced teaching style,and the media interaction trend of “teacher(student)– information technology – student”.In order to deal with teacher-student interactions in specific situations encountered by intern art teachers,the author has observed real classroom situations and found the following problems: the interaction of students in the classroom is weak;the design of classroom problems is not well considered;the language of acceptance is not sufficient;the classroom is chaotic;the students are not fully engaged in the class and information technology is used poorly.Combining quantitative research and qualitative research,the author has conducted a single-factor teaching experiment to assess the performance differences between students who have participated in interaction-oriented teaching design and those who have not.In the process of teaching practice,8.86% of the students asked open questions,which aroused their enthusiasm to speak,and 17.62% of the students spoke.The frequency of accepting and encouraging students is 77 times,which creates a good emotional atmosphere.The media experiment rate is 16.42%,which reflects that teachers pay attention to the use of information technology.Teachers’ indirect influence ratio is 21.06%,which is higher than that of direct influence ratio that accounts for 19.6%.It can be judged that this lesson embodies indirect reinforcement teaching style.The experimental results show that 100% of thein the control group grasp the angle of font design.90.2% of the students in the experimental group and 60% of the students in the control group were able to correctly judge the font changes on the pictures.In the study of creative design forms,95.1% of the students in the experimental group have mastered it,while 35.6% of the students in the control group have not mastered it.The correct rate of the experimental group and the control group was 92.7%and 68.9% respectively.The experimental results show that the learning quality of the students who participate in the interactive teaching design is higher than that of the students who do not participate in the interactive teaching design.This study adopts the classroom interactive analysis system to conduct on-the-spot observation and research on the interaction between teachers and students in secondary education.It provides an important guidance for teachers to assess their ways of interactions with their students and improve their teaching behaviors accordingly.