Research On Interactive Time Structure And Optimization In Primary School Mathematics Classroom

With the continuous advancement of curriculum reform,the classroom is no longer a "one-word" classroom for teachers.It has become the consensus of more and more teachers to strengthen the interaction with students and establish an interactive teaching classroom.Classroom time is limited,and reasonable allocation and utilization of interactive time is the premise to improve classroom teaching effect.As a scientific distributor of classroom teaching time,teachers can effectively improve classroom teaching efficiency only by making full use of classroom interaction time and reasonably planning the structure of classroom interaction time.Therefore,the current situation of primary school mathematics classroom interaction time structure,how teachers reasonably plan the classroom interaction time and further optimize the classroom interaction time structure are all worthy of in-depth study.In this study,the current situation of primary school mathematics classroom interaction time structure is investigated on the spot,the real situation of primary school mathematics classroom interaction time structure is known by classroom observation,and teachers’ and students’ perception and evaluation of the current situation are known by combining questionnaires and interviews,so as to find out the problems existing in the current primary school mathematics classroom interaction time structure and corresponding optimization strategies.Specifically,the main part of this study includes the following four parts.The first part is introduction.The introduction part is mainly an overview of the research,including the background and significance of the topic,a summary of the existing research results at home and abroad,and research ideas and methods.In this study,classroom observation,questionnaires and interviews were used to investigate the actual situation of classroom interaction time structure between teachers and students in a primary school in Jiangxia District of Wuhan City.The second part is the research and design of interactive time structure in primary school mathematics classroom.The research tools to be used in this study mainly include: Observation Table of Interactive Time Structure in Primary SchoolMathematics Classroom,Questionnaire of Perceived Interactive Time Structure in Primary School Mathematics Classroom(Student Edition),and Outline of Teachers’ Interview on Classroom Interactive Perception.First of all,the design of "Observation Form of Primary School Mathematics Classroom Interactive Time Structure" refers to different observation tools of different scholars on classroom interactive time structure,and improves on this basis.According to the main body of classroom interaction is divided into two major dimensions,namely,teacher-student interaction and student-student interaction,each observation index of primary school mathematics classroom interaction time structure is summarized,and seven major observation dimensions of teacher-student interaction,teacher-group interaction,teacher-class interaction,student-individual interaction,student-individual interaction,student-group interaction,student-group interaction,student-individual interaction with the whole class interaction are established.Finally,an observation table is drawn and each observation index is defined in detail,so as to understand the real situation of primary school mathematics classroom interaction time structure during classroom observation.Secondly,in order to further understand the specific structure of the current primary school mathematics classroom interaction time,and in-depth understanding of the feelings and views of teachers and students on the current interaction time structure,the author chose to investigate the mathematics teachers and students in Wuhan g primary school.A total of 230 questionnaires were distributed to students and 10 math teachers were interviewed to provide detailed supporting data for the research results by collecting the opinions of students and teachers on the time structure of classroom interaction.The third part is the results of field investigation and its analysis.In this study,6new classes selected from the observed 50 classes of mathematics were investigated,and the characteristics of the interactive time structure in G primary school mathematics classroom were found through the analysis of students’ and teachers’ perception of the current interactive time structure in primary school mathematics classroom.In the in-depth study of the current primary school mathematics classroom interaction time structure,on the one hand,this paper summarizes the evaluation andanalysis of the effectiveness criteria of the teacher-student interaction time structure in the existing literature,and summarizes the evaluation of the time structure of different interaction types in the primary school mathematics classroom in the existing literature.On the other hand,it sorts out the evaluation and analysis of the current primary school mathematics classroom interaction time structure in the questionnaires and interviews,and sorts out the feelings and evaluations of students and teachers on the current primary school mathematics classroom interaction time structure.Based on the results of the above two studies,this paper analyzes the characteristics of interactive time structure in G primary school mathematics classroom.In the fourth part of the article,according to the analysis results of classroom observation and interview questionnaire data,the following problems are found in the current primary school mathematics classroom interaction time structure: the proportion of single interaction form is too high;Interaction procrastination affects the classroom process and wastes time.The interactive structure within a limited time is incomplete.Attribution is made to the defects in the current interactive time structure of primary school mathematics classroom,including the inaccurate grasp of classroom teaching rhythm and,naturally,the inaccurate grasp of interactive rhythm.Lack of concept of interactive time structure;Not sure about the time of interaction:lack of sense of time rhythm and design of interaction time structure.Based on the results of questionnaires,interviews and classroom observation,the following five optimization strategies are put forward: first,strengthen the research on the time structure of classroom interaction: provide teachers with corresponding concepts and strategy guidance,and train teachers accordingly;Second,teachers should have a view of classroom interaction time structure.Thirdly,the time structure of classroom interaction should be designed: increasing interaction forms and various forms of interaction time allocation;Fourth,we should practice controlling the interaction time:make full use of the limited time;Fifth,strengthen the control of the interactive process: ensure the integrity of the interactive process.