A Comparative Study Of Teacher-Student Interaction Between Online And Offline High School Mathematics Courses

In the current special period,online teaching and offline teaching have become the two main forms of school teaching work.How to improve the effect of online and offline teaching has become the focus of current society.With the rapid development of educational information technology,online teaching,as an auxiliary extension method of offline teaching,will become an important direction for future education development.Good teacher-student interaction can help improve the teaching effect of mathematics and promote students’ multi-faceted development.However,in the current online and offline teaching processes,many problems have been exposed in the interaction between teachers and students,which ultimately leads to poor online teaching and offline teaching efficiency.Therefore,it is very necessary to study the teacher-student interaction in the two forms of high school mathematics classroom.This article uses the improved Flanders Interactive Analysis System(IFIAS)as a research tool,combined with classroom recording videos to observe,and uses online live teaching videos and offline recording videos of a class in a middle school in Y city of 2019 as the research object to quantify The three levels of data,recorded fragments,and dynamic ratio curve are combined to carry out in-depth analysis of the four aspects of classroom interaction structure,classroom emotional atmosphere,teacher interaction style,and classroom questioning structure.After investigation,it is found that the current situation of teacher-student interaction in high school mathematics classrooms has the following characteristics under the current two different classroom forms: 1.Classroom teaching interaction structure: The teaching structure in online teaching classrooms is relatively simple,and teacher language and classroom silence account for teaching time.The use of information technology in online teaching is slightly better;the proportion of teachers’ language in the teaching structure in offline teaching classes is relatively reduced,and students’ right to speak has increased.The control of the entire class is still controlled by teachers and cannot be Make full use of information technology in the math classroom.2.Emotional atmosphere in the classroom: The classroom atmosphere between teachers and students in online teaching classrooms is heavy,which is not conducive to cultivating students’ initiative;in offline teaching,the emotional communication between teachers and students is more harmonious,and the classroom atmosphere is more pleasant.To a certain extent,respect student feedback.3.Classinteraction style: Both forms tend to directly affect teaching,and teachers play an absolute leading role.In online teaching,teachers cannot give appropriate feedback to students’ responses,and lack motivational words.4.Class questioning structure: In both forms,teachers focus on closed questions,and the question level is relatively medium,lacking open questions to cultivate students’ divergent thinking;in online teaching,teachers ask less frequently and are not subjectively to ask questions;in offline teaching,teachers lack valuable questioning in students’ continuous speeches,and are easy to interject during students’ thinking time,interrupting students’ thinking process;online teaching students are more active in interaction and the number of students interacting More;the discussion between students and students in offline teaching classrooms is not ideal.Combining the feasibility of actual class,this research proposes the following strategies to improve the quality of teacher-student interaction and enhance the effect of mathematics classroom teaching: rationally position the roles of teachers and students based on the concept of mathematics education;rational use of information technology to promote technical interaction between teachers and students;multi-angle settings Questions stimulate the effectiveness of interaction;use core mathematics as a carrier to improve students’ initiative in interaction;cultivate awareness of presence and treat online teaching rationally.Strive to provide teaching reference for frontline teachers.