Research On The Teacher-student Interaction Behavior Of High School Biology Classroom Teaching Based On The Same Class And Heterogeneous

Since the promulgation and implementation of the General High School Biology Curriculum Standard(2017 Edition),the goal of biology teaching in senior high school has gradually changed from the original three-dimensional goal to the cultivation of the core literacy of biology.At the same time,with the implementation and promotion of basic education reform in our country,biology classroom teaching is no longer a process in which teachers talk and students are heard in the old classroom,but emphasizes that in the process of classroom teaching,teachers should put students in the dominant position and pay attention to the interactive behavior between teachers and students in classroom teaching,enhance student’ participation in classroom teaching and improve effectiveness of classroom teaching.Therefore,it is necessary to study the effectiveness of teacher-student interaction in biology classroom teaching in senior high school,cultivate teachers’ teaching skills and ability of making teaching reflection,cultivate students’ scientific thinking ability and classroom participation,and improve the effectiveness of classroom teaching.This study mainly includes the following contents:First of all,by collecting relevant materials at home and abroad and studying the current situation of the effectiveness of teacher-student interaction in the process of biology classroom teaching at home and abroad,the researcher finds that there are relatively few studies on teacher-student interaction in biology classroom activities based on heterogeneous methods in the same class.By using the methods of classroom observation,literature analysis,interview,case analysis and comparative study,the classroom observation scale is developed,and the classroom observation and analysis are carried out.This paper summarizes what kind of teacher-student interaction behavior in the actual process of biology classroom teaching can promote the effectiveness of teaching.Secondly,through observation and recording,the corresponding conclusions are drawn and effective strategies are put forward by the researcher.1.In the process of biology classroom teaching,teachers should ask students more questions.2.In the process of biology classroom teaching,carrying out cooperative inquiry learning based on groups is helpful to improve students’ participation and improve the effectiveness of teacher-student interaction.Finally,for reflection and summary,due to the limitations of the actual situation,the scope of research is not comprehensive enough,classroom observation is not systematic,case selection is relatively single,innovative development and research is not deep and extensive enough.In the future,the author will continue to overcome difficulties,break through himself,and carry out more in-depth investigation and research.