An Analysis Of Lessons From The Biology Teaching Video

With the development of the times,the renewal of educational concepts,the advancement of science and technology,and the modernization of education driven by the informatization of education has become a basic national policy for the development of education in China.While people are exploring the informationization of education,the informationization of education research also needs to conform to the requirements of the times,and it is the incumbent responsibility of education researchers to find educational research methods with a sense of the times.Teaching is a process of interaction between teaching and learning.Teaching research cannot be separated from the interaction between teachers and students.Optimizing teaching is inseparable from the interaction between teachers and students.Therefore,the purpose of this study is to analyze the teacher-student interaction in the biology classroom using modern information technology.This study uses the improved S-T analysis method and the improved Flanders analysis method(CliFIAS)to analyze the teaching mode and teacher-student interaction behavior in the "One teacher and One excellent course" junior high school biology teaching video lesson.The improved S-T analysis method analyzes 12 class video examples,which are 3 mini-level excellent courses,3 provincial-level excellent courses,3 municipal-level excellent courses,and 3 county-level excellent courses.Based on the calculation results of Rt-Ch and each course example,it was found that 8 of the 12 excellent courses were mixed teaching modes,3 teaching-based teaching modes,and 1 dialog-based teaching mode.The classes are all mixed,there are 2 mixed types and 1 teaching type in the city-level excellent courses,and 2 teaching types and 1 dialogue type in the county-level excellent courses.It is concluded that the mixed teaching mode is more suitable for junior high school biology teaching.The qualitative analysis software NVivo 11.0 uses the improved Flanders analysis method(CliFIAS)to conduct a comparative analysis of teacher-student interaction behaviors in ministerial and provincial excellent courses with the same teaching content.By encoding the script of the video of the lesson,the code strip analysis,node coverage analysis,code number comparison,and teacher-student interaction language analysis are performed in NVivo.It is found that the biggest difference between the two excellent course examples is the teacher's feedback on the students in the classroom.The teachers in the mini-class excellent courses have been actively giving positive evaluations to the students 'activities in the classroom,and the students' performance in the classroom has obviously improved.In the case of provincial excellent courses,the teachers 'feedback on students' answers can be collected in time through information technology,but the teachers did not really pay attention to the students.Through ST analysis and CliFIAS analysis of the "one teacher and one excellent course" class,several suggestions are drawn for frontline junior high school biology teachers to pay attention to in class practice: 1 Set aside enough time for independent activities for students 2 Rich Classroom activities increase student interest3.Pay attention to student positive feedback in a timely manner.