Research On The Construction Of Teacher-student Interaction Analysis Framework In Junior Middle School Chemistry Classroom

Teaching is a bilateral activity and a process of interaction between teaching and learning.Without communication and interaction,there is no real or substantial teaching.Therefore,teacher-student interaction has always been an important concept advocated by the curriculum reform of basic education in our country,and it is also a hot topic concerned by experts,scholars and front-line teachers.Chemistry curriculum in junior middle school is enlightening and basic.Therefore,it is very important to attach importance to the interaction between teachers and students in chemistry classroom teaching in junior middle school to stimulate students' interest in learning chemistry and cultivate their scientific literacy.The interaction between teachers and students in classroom is an abstract and complex system.If we want to study it in depth,we should find the elements that make up it and advance together.Line specific analysis,so as to form a systematic and comprehensive analysis framework.At present,the research on teacher-student interaction in chemistry classroom,especially in junior high school chemistry class,is not mature and lacks systematic analytical framework and practical research tools.Therefore,this paper will focus on "what is the analytical framework of teacher-student interaction in junior high school chemistry classroom" as the core issue to conduct research.Based on this,this study first uses the literature method on the basis of the existing research to initially construct "junior high school chemistry classroom teacher-student interaction framework(initial)";Then interviews with the curriculum and teaching theory,chemistry curriculum and teaching theory and other disciplines of experts and scholars to the above analysis framework for the preliminary revision of the formation of "junior high school chemistry classroom teacher-student interaction framework(repair)";Secondly,taking three classes of three classes in the ninth grade of Lanzhou EF Middle School as the case study object,using questionnaire survey method and classroom observation method to carry on the empirical research,to the above analysis frame dimension and the index to carry on the revision again;Finally,combined with the results of two revisions,the paper constructs the chemistry classroom in junior high school.Teacher-student interaction analysis framework(final).The Framework of teacher-student interaction in Junior Middle School Chemistry classroom constructed by this study has both theoretical and empirical basis,and the research tools adapted or developed have maneuverability.Theframework is composed of three first-order dimensions,eight second-level dimensions,24 indicators and corresponding explanation.First-level dimensions are:teacher-student interaction basis,teacher-student interaction process,teacher-student interaction results.The second dimensions are as follows: teacher-student interaction basis includes teacher-student emotion,teacher-student relationship,interactive cognition;teacher-student interaction process includes interactive subject,interactive content,interactive mode;teacher-student interaction results include goal achievement.And interactive experiences.The index is on the basis of theoretical research and empirical research to refine the characteristics of each second-level dimension.Through the correlation analysis,it is found that the three dimensions of the theoretical framework are positively correlated at the level of 0.05,indicating the basis of teacher-student interaction,the interaction process between teachers and students,and the interaction between teachers and students,and the interaction between teachers and students,and the interaction between teachers and students.It is an indispensable part of the analysis framework of teacher-student interaction in junior high school chemistry class.