Research On The Evaluation Of Teacher-student Communication Behavior In High School Geography Classroom Teaching

Teacher-student communication behavior is an important activity performance in geography classroom teaching.The level of communication directly determines the achievement of teaching and learning goals.Previous studies on teacher-student communication mainly included macro-theoretical speculation from different perspectives and the development of related observation indicators,but did not propose corresponding evaluation standards,and did not reflect micro-disciplinary characteristics based on the needs of the discipline.Therefore,this paper attempts to focus on the micro-field of geography,apply research methods of digital classroom observation,explore the current situation of teacher-student communication in high school geography classroom,and propose corresponding improvement strategies.This research first establishes the evaluation goals of teacher-student communication: promoting the overall development of students,promoting professional growth of teachers,and optimizing classroom teaching,and then explains the evaluation content from the process structure and basic methods of teacher-student communication.Combined with the recommendations of relevant experts,we will build a high school geography classroom teacher-student communication evaluation system.Standard first-level indicators are the design of teacher-student interaction,the implementation of teacher-student interaction,and the results of teacher-student interaction.It consists of 8 secondary indicators and 29 tertiary indicators,and attempts to combine the characteristics of geographical disciplines to construct the detailed content of the standard.Class observation requires the selection of appropriate tools.After multiple analyses,trials,and comparisons,the "multiple interactive classroom observation platform" is finally used to collect,organize,and apply lesson case data.It can better achieve scale professional,simple operation,and results visualization and other goals.The study conducted an empirical analysis of the level of teacher-student interaction in the geography classroom of high school to diagnose teacher-student interaction.The research selects 10 lessons of high-quality lessons from novice teachers,mature teachers and expert teachers,quantitatively and qualitatively evaluates the form,emotions and feedback of classroom teacher-student interaction,and analyzes different types of teachers in each dimension of communication.The performance difference is analyzed and explained according to the evaluation index.The main problems of the teacher-student interaction in the lesson are the single form of communication,the low proportion of teachers instructing the students,the insufficient initiative and creativity of students,and the lack of pertinence and motivation of teacher comments.Based on the evaluation criteria of the teacher-student interaction in the high school geography classroom,high-quality communication cases are selected for case display and analysis,so as to provide concrete references for improving the level of communication.The research concludes and summarizes the targeted strategies to improve the level of communication,which mainly includes teacher-student communication design strategies,implementation strategies and reflection strategies.The design strategy includes realizing scenario design,task difficulty gradients,and diversified media applications.The implementation strategy includes improving understanding between teachers and students,encouraging deep participation and implementing human cultural comments.The reflection strategy includes adopting circular follow-up reflection,the combination of quality evaluation and quantitative evaluation,etc.The optimization strategy is helpful to improve the effectiveness of teaching,and has a strong guiding value for high school geography teachers,especially novice teachers to improve the level of communication.