A Study Of Junior High School Mathematics Classroom Observation Based On The Improved FIAS Interactive Analysis Method

The Improved FIAS is based on the Flanders interactive analysis method,which increases the original code from 10 to 14.It not only makes a complete analysis and evaluation of the current junior middle school mathematics classroom observation,but also has important theoretical and practical value in promoting the mathematics classroom teaching reform under the new curriculum background.The main research contents of this paper include selecting three junior middle school mathematics teachers in different levels as the observation objects and analyzing their classroom teaching interaction situation and differences by taking the improved FIAS analysis method as the observation tool.Simultaneously,the research samples four schools as the investigation objects,distributes more than 250 questions,investigates the current situation of junior middle school mathematics classroom teaching interaction,and analyzes the existing problems.The main research methods of this paper are literature review,video analysis and questionnaire survey.The purpose of literature review is to find out the literature about classroom observation and interaction between teachers and students and to provide the theoretical basis for this paper.The video analysis method is to make a holographic video of the three teachers' class process and to provide the video source for the junior middle school mathematics classroom.The purpose of the questionnaire survey method is to understand the current level of the junior middle school mathematics teachers' mastery of classroom observation and timely speech interaction,and to provide data support for junior middle school mathematics classroom observation.The paper contains six chapters.They are the background of the topic,literature review,questionnaire survey,video analysis of classroom observation,data processing and research conclusion respectively.The main line of this paper is to observe and analyze three junior middle school teachers' classes from five aspects of classroom,namely,teaching interaction structure,teachers' teaching tendency,students' interaction behavior,classroom questioning style and classroom emotional atmosphere according to IFIAS's coding rules.The results show that:(1)The development level of junior middle school mathematics classroom observation is still relatively low;(2)The interaction of different levels of teachers in classroom observation is different;(3)The main problems of junior middle school mathematics classroom teaching are:Firstly,junior middle school mathematics teachers are more inclined to establish a "self-centered" teaching mode;secondly,junior middle school mathematics teachers are more inclined to establish a "self-centered" teaching mode in the classroom;thirdly,the interaction behavior of middle school students in junior middle school mathematics classroom is mainly passive response;fourthly,teachers' questions tend to be closed;fifthly,it lacks of information technology application in junior middle school mathematics classroom.This research puts forward some strategies for junior middle school mathematics classroom teaching:(1)Renew the concept of junior middle school mathematics teaching to form the correct role of teachers and students in the classroom;(2)Improve the encouraging speech of junior middle school mathematics classroom teachers to form the classroom incentive evaluation mechanism;(3)Change the interaction behavior of junior middle school mathematics classroom students to form the interaction of win-win cooperation;(4)In-depth study of junior middle school mathematics teaching content to promote new form of classroom questioning;(5)It is to use information technology to create a new era of junior high school mathematics classroom teaching.