Research On The Teaching Strategy Of Teacher-student Interaction In Junior High School Biology Classroom

Teaching,an unique activity of talent cultivation,is composed of "teaching" and"learning".In the course of teaching,students play the main role and teachers play the leading role.It is the two-way communication between teachers and students that unifies teaching activities.Curriculum and teaching reform make it clear that teachers should interact actively with students for mutual development in the course of teaching.Previous educational research of interactive teaching focuses on the theoretical field at home and abroad,especially in foreign language,Chinese and other subjects.So the research on the interactive teaching of biology is very thin.In particular,it lacks the practical research on the teacher-student interactive teaching of biology in junior middle school.Based on previous research,a comparatively systematic and in-depth study of teacher-student interactive teaching strategies was conducted by combining the methods of literature research,education experiment,classroom observation,questionnaire survey,case analysis and interviewing.Specifically,it included the following three aspects.First of all,the literature research method was used to analyze the relevant concepts such as teacher-student interaction,teaching strategy,etc.and summarize the current research situation of teacher-student interaction at home and abroad,analyze the theoretical basis and the principle of teacher-student interaction teaching.Secondly,the author investigated the problems that exist in the interaction between teachers and students in all stages of biology classroom teaching in junior middle school through classroom observation and teacher interviews,then designed feasible and effective teacher-student interactive teaching strategies;Finally,the strategies were applied to two parallel classes taught by the author for contrast.Following the principle of contrast and single variable,the two classes were randomly divided into two groups named the experimental group and the control group.Under the premise of same test scores,the test group performed the teacher-student interactive teaching strategies,and the control group carried out conventional teaching strategies.In the course of teaching,students'learning interests,academic achievements,cooperation ability,etc.could be evaluated through classroom observation,academic examination,questionnaire survey and students' interview so as to make an objective and rational assessment of the interaction between teachers and students.The data obtained from the teaching practice shows that the teacher-student interactive teaching strategies of biology in junior middle school is conducive to the active classroom atmosphere and the improvement of classroom democracy;the enthusiasm of students to participate in the classroom,the cultivation of students'interest in learning,and the improvement of students' cooperation and communication skills;students' biological learning performance has also been improved to some extent.In addition,there was no statistically significant difference between students' scores of the experimental class and the control class in the dimension of subjective quality,that was to say the expected results were not achieved.However,it was known from the students' feedback that the students' participation rate in interactive activities in biology classroom teaching has increased with the use of interactive teaching strategies.Most students accepted and liked these teaching strategies,and recognized that the teaching strategies were beneficial to improving the relations between teachers and students and cultivating autonomous learning ability.It proved once again that teaching strategies of teacher-student interaction for biology in junior middle school have achieved good results.Therefore,I believe that the implementation of the teacher-student interactive teaching strategies should be promoted step by step for the biology teaching in junior middle school,so that the biology teaching is more in line with the requirements of the new curriculum reform.Of course,there were many problems in the practice of the strategies.This paper listed them one by one for reflection,and put forward corresponding teaching suggestions from three aspects of schools,teachers and students,hoping to provide some reference for the follow-up study of interactive teaching strategies.