Research On Language Interaction Between Teachers And Students In High School Mathematics Class From The Perspective Of "problem Chain"

With the advent of the Internet era and the era of big data,mathematics class teaching more attention in international mathematics education field.The main media of the class teaching,language behavior,is the main interaction of teaching activities between teachers and students,and to explore the essence of the class teaching process important carrier.Mathematical problem as one of mathematics class teaching language behavior,is the important gripper triggering language interaction between teachers and students,which is not exist in isolation by itself,but in an orderly backbone issue list,making the students experience the whole process of “found the problem,solve problems,and rediscovered that the problem”.Also feeling the correlation of mathematical knowledge,the closeness of mathematical logic,the rigorous mathematical thinking,etc.To understand the front line teachers of mathematics class problem chain and characteristics of language interaction between teachers and students,to explore the relationship between them,which could promote the high school mathematics class interaction between teachers and students through giving some references combined theory and practice on specific operation level of maturity.The following questions are to be answered :1.What are the characteristics of problem chains construction and language interaction between teachers and students in classes of different types of high school mathematics teachers? 2.What are the effects of different types of problem chains on the language interaction between teachers and students?The research selected six ministerial quality courses' example video including two expert teachers and four skilled teachers in different areas from “one class one good lessen,one class one good teacher".And according to the teaching content(" monotonicity of function and maximum(minimum)value "and" parity of function ")to be divided into two groups with heterogeneous class,each group have two skilled teachers' classes and one expert teacher's lesson.Specific research process is divided into three parts.The first,using the class videos comb and analyze the problem chains in the video,from the quantitative and qualitative dimensions to explore different types of high school mathematics teacher's characteristic in building problem chains.Secondly,with the help of the adapted FIAS coding and quantitative analysis system,the video coding is aim to compare with the language interaction between teachers and students of different types of high school mathematics teachers.Finally,it classifies and quantifies the FIAS coding situation in the solving process of different types of problem chains,and explores the influence of different types of problem chains on language interaction between teachers and students in high school mathematics classes.The research finds that: in the aspect of problem chain construction,expert teachers and skilled teachers have obvious differences in the selection of the key and difficult ways to grasp the mathematical thinking and methods of penetration between the topics.In terms of language interaction,the characteristics of expert and skilled teachers' language and other languages are consistent and different.Integrated chain extended chain four types of questions and deepen the chain respectively to teacher students language bilateral multimedia display and no effective language six different languages have promote or inhibit the role of the state and problems of different types of math teachers build chain different influence on language interaction between teachers and students.Based on the research conclusion,put forward by mathematical problem chain to promote mathematics classroom teachers and students interactive language teaching suggestion: using a mathematical problems will be different aspects related topics,build a rigorous mathematical system;Making good use of various ways of questioning and indirect language to mobilize students' initiative;Take the initiative to participate in students' math class activities,and cultivate positive emotional attitude and values;Solve the extension chain with the help of information technology,make the one-way thinking activity rich and intuitive;Attach importance to the divergent thinking of extended chain and the training of deepening chain thinking,so that students can learn mathematics;Focus on the promotion chain and the extended chain for bilateral interaction to improve students' participation in class;For the comprehensive chain and the deepening chain,teachers should timely guide and leave a reasonable blank to cultivate and develop students' ability to solve problems.