A Comparative Study On Teacher-student Verbal Interaction Behavior Between Jiangxi And Shanghai In Biology Teaching In High School

Teacher-student verbal behavior accounts for about 80% of the whole classroom teaching behavior.Teachers and students use verbal interaction to transfer biological knowledge and promote the teaching process.Good teacher-student verbal interaction can effectively stimulate students' intrinsic motivation to learn and improve the teaching effect of biology class,which plays an important role in biology class.However,the current studies on the verbal interaction between teachers and students in biology class mostly stay at the qualitative analysis level such as personal empirical summary,which is subjective and difficult to provide practical guidance for class teaching.In this regard,this paper introduces the method of quantitative analysis,and combines with the existing related research to make a comparative analysis of the teacher-student verbal interaction behaviors in biology classes in Jiangxi and Shanghai.It is expected to help biology teachers in the two places to carry out targeted teaching reflection,learn from each other's strengths,and even provide a reference for the broader frontline biology teachers to improve teacher-student verbal interaction and improve the quality of classroom teaching.Based on the concept of heterogeneous classes,this paper selects 18 high school biology classes records from Jiangxi and Shanghai as the research objects,and uses iFIAS tool to quantify 18 classes respectively.Firstly,the characteristics of teacherstudent verbal interaction between the two places are analyzed respectively according to the data obtained from coding and sorting.Then,the data of the two places are compared and analyzed.SPSS software is used to compare the differences between the two places in four main aspects.Finally,based on the research results and the information obtained from classroom observation,the characteristics and differences of teacher-student verbal interaction in the two places are summarized,and corresponding optimization suggestions are proposed for the existing problems.The conclusions of this study are as follows:(1)In terms of classroom verbal structure,two places both show the characteristics of the dominance of teacher's speech and the insufficiency of student's subjectivity,but there are significant differences in degree between the two places(p<0.05).The classroom verbal structure in Shanghai is better,teachers in Shanghai are more consciously control their own speech volume and create more opportunities for students to output speech.In addition,the feedback words of teachers in both places are relatively single,which makes it difficult to exert the incentive function of evaluation.(2)In terms of teacher's verbal style and tendency,both the two places tend to exert direct influence and positive reinforcement on students,but there are very significant differences in degree between the two places(all p<0.01).Which indicates that teachers in Shanghai are better at using indirect speech to guide students' learning and are more inclined to strengthen students' performance by encouragement and praise.(3)In terms of the emotional atmosphere between teachers and students,the two places both show smooth communication between teachers and students and harmonious emotional atmosphere,but do not pay attention to the emotional acceptance of students,and there is also a significant difference in the degree of harmonious emotional atmosphere between teachers and students(p<0.01).It shows that teachers in both places focus on creating a relaxed and harmonious atmosphere,but in comparison,the emotional atmosphere between teachers and students in Shanghai is more intense.(4)In terms of questions and answers between teachers and students,teachers in both places show an imbalance in problem type setting,with more closed problems than open ones.In addition,students in both places lack the awareness of asking questions.However,there are very significant differences between the two places in the ratio of teachers' questions,the ratio of open questions and the ratio of students' active speeches(all p<0.01),which shows that Shanghai teachers are better at using questions to enhance students' participation in the classroom,and the degree of openness of questions is relatively higher,meanwhile,students in Shanghai have a stronger awareness of speech output in the classroom.According to the above research conclusions,the author puts forward several suggestions for improvement: optimizing the problem setting and increasing the open problems;To cultivate students' questioning consciousness and highlight their subjective status;Feedback verbal precision,and focusing on emotional acceptance,etc.