Analysis Research Of Teacher-Student Interaction Behavior Of High School Geography “Ministerial Excellence Lessons” Based On Improved FIAS

With the continuous development of the new curriculum reform,the behavior of teachers and students in classroom teaching has become one of the important issues in the education sector.In addition,as a key part of the teaching process,the interactive behavior of teachers and students embodies the teaching wisdom of teachers,and it is also the key link to build a good teacher-student relationship and establish a harmonious classroom,which greatly affects the quality of classroom teaching.In recent years,the implementation and promotion of the "One Division One Excellent Class" activities provide full and high-quality sample support for researchers to study the interaction behavior of teachers and students,and provide an opportunity for the study of multi-angle,multi-level analysis of teacher-student interaction behavior.At the same time,geography teaching,as a key link in basic education,has important shaping significance for students to form a good world view,development view and values.Therefore,it is of great significance and value to study and analyze the current situation of teacher-student interaction in geography classroom.Based on the above analysis,this study based on the needs of geography teaching,the use of improved Flanders analysis system,the high school geography classroom teachers and students interactive behavior of a comprehensive,in-depth analysis.First of all,this study expounds the three key theoretical bases of this study: the theory of communication teaching,the theory of activity and the theory of interaction of symbols,as the theoretical support for the analysis of the interaction behavior of geographical teachers and students.Secondly,the study randomly selected six geographical examples of the 2018 ministerial excellence course on the platform of "one division,one excellent class,one lesson and one teacher" as the object of study,and analyzed it using the improved Flanders analysis system.Furthermore,based on collected research data,this study conducts a comprehensive and in-depth analysis of the high school geography classroom from the macro and micro levels: the macro aspect mainly focuses on the analysis of the steady state and interaction curve and assembly statistics of each "ministry excellent" classroom,and the micro aspect mainly from the teacher's language ratio,student language ratio,teacher's language to aspects of the six "department excellent" class examples to analyze the six "excellent" examples in depth The differences and commonalities in the interactive structure of classroom teaching.Finally,through the analysis of the coding of the "Department of Excellence" class in high school geography,this study excavates the current situation of the interaction between teachers and students in geography classroom,including its advantages and disadvantages,and based on the three theoretical bases,from the transformation of educational concepts,the design of teaching activities,the guidance of teaching problems to the use of information technology,the corresponding teaching strategies are put forward to improve the interaction of geography classroom.