An Analytical Research On Verbal Interaction Between Teachers And Students In Senior Geography Classroom

With the advancement of the curriculum reform,the new geography curriculum standard has been issued.How to effectively cultivate the necessary core quality of geography subject for students has been widely concerned by researchers.As the main way to cultivate the quality of geography subject for students,classroom teaching has gradually become a hot field in the research of geography education.Geography classroom teaching is a kind of educational activity that takes teachers and students as the main body of activity,language as the information medium,and makes teachers and students develop together through the interaction of "teaching" and "learning".Speech behavior is the main classroom teaching behavior,so verbal interaction is the main form of classroom teacher-student interaction.To a certain extent,the verbal interaction between teachers and students reflects the teaching concept of teachers,and also measures the teaching quality and effect of this class.Therefore,focusing on the analysis of the verbal interaction between teachers and students in geography class has far-reaching research significance and reference value.This paper takes 12 excellent courses of senior high school geography department as research samples,and based on the characteristics of geography discipline,improves the observation and research tools of geography classroom,which are the improved Flanders interactive analysis system and the third level model of geography classroom teaching behavior.By using the method of quantitative and qualitative analysis,this paper analyzes the situation of verbal interaction between teachers and students in senior high school geography classroom from various perspectives,finds out the problems and puts forward the corresponding solutions,in order to provide reference for the teaching work of front-line geography teachers.This study consists of the following six parts:The first part is the introduction.This part introduces the background and significance of the interaction between teachers and students in geography class,summarizes the research status in the field of interaction between teachers and students at home and abroad,and on this basis,constructs the analysis framework of this study.The second part is the core concept and theoretical basis.This part defines the connotation of interaction,speech act,classroom teacher-student interaction,and geography classroom teacher-student verbal interaction,and expounds the theoretical basis for this study.The third part is to choose and establish the research tools of geography classroom observation.This part first introduces the Flanders interactive analysis system,then puts forward the improved FIAS analysis system of geography classroom combining with the characteristics of geography discipline,and explains the coding method and analysis method in detail.Finally,introduces the three-level analysis model of classroom teaching behavior,considering the research focus,establishes the application of the third level model in this study.The fourth part is statistics and analysis of high school geography classroom teacher-student verbal interaction,which is the core of this study.Based on the improved observation tools in geography class,the 12 collected geography classes are observed and coded,and the statistical research is carried out from the perspective of overall analysis,comparative analysis and case analysis,then it summarizes the characteristics of the interaction between teachers and students in high school geography class.First of all,according to the improved FIAS of geography class,the speech acts of the research samples are sliced and coded,and the overall analysis of all samples is carried out from the four angles of classroom structure,classroom control,classroom teachers and students' emotional atmosphere,classroom teachers and students' questions and answers,so as to explore the current situation of verbal interaction between teachers and students in geography class.Secondly,based on the two variables of gender and knowledge type,the samples are statistically classified,and analyze the differences of verbal interaction between teachers and students in geography classrooms under different teachers' gender and knowledge modules.Finally,according to the idea of isomerism in the same class,two representative geography classes are selected,the third level model of teaching behavior is used to focus on classroom questioning behavior,and the quality of interaction between teachers and students in geography class is analyzed in depth.The fifth part is based on the analysis of the fourth part,to find out the problems existing in the verbal interaction between teachers and students in high school geography class and put forward solutions.Through classroom observation and data analysis of all samples,the following problems were found in the verbal interaction between teachers and students in high school geography classroom:(1)the teacher's language is dominant;(2)the students are lack of problem consciousness;(3)the students have limited thinking time;(4)the teachers actively strengthen the language deficiency;(5)the questioning behavior needs to be improved;and the following solutions are put forward:(1)practice the correct view of teachers and students;(2)cultivate students' problem awareness;(3)leave enough time for students to think;(4)improve teachers' active reinforcement of speech;(5)optimize classroom questioning behavior.The sixth part is the conclusion.This part is to reflect on the methods and conclusions of this study,and make prospects for further research.