A Study Of Teacher-student Interactive Discourse In High School Mathematics Class

With the progress of the times,the country pays more and more attention to the cultivation of talents.Classroom is the main channel for educating people.Teachers aim to cultivate talents in the new era,and use discourse as the main carrier to carry out a series of exchange activities with students.This article first defines core concepts such as dialogues and teacher-student interactive discourse,and introduces the relevant theoretical basis.On the basis of consulting relevant domestic and foreign literatures,a review of the domestic and international research status is carried out,which lays a solid foundation for the thesis research.Selected a certain research object,mainly using classroom observation method,interview method and other research methods,focusing on "the degree of student participation in classroom teaching" "teacher's classroom teaching style" "attitude of classroom teacher-student interaction" and other content The current situation of teacher-student interaction in mathematics classroom teaching was investigated,and various characteristics of teacher-student interaction in high school mathematics classroom were analyzed and discussed.On this basis,it summarizes and summarizes the problems in teacher-student interaction in high school mathematics classroom teaching:(1)teacher discourse in classroom teacher-student interaction still dominates,and the student 's dominant position is not prominent;(2)the number of creative questions More than ordinary questions,the enlightenment of questions is not enough;(3)Emphasis on identification and regulation feedback,lack of diagnosis and incentive feedback,and narrow coverage;(4)Student utterances are mainly in response to teachers 'questions and awareness of active questions It is lacking;(5)Class rhythm is fast,and students have limited time for independent thinking.Based on the current situation research,according to the survey results,the teaching enlightenment to improve the interaction effect of high school mathematics classroom teachers and students is proposed:(1)strengthen the student 's subjective position;(2)skillfully use the skills of questioning;(3)use feedback flexibly;(4)Cultivate students' awareness of problems;(5)Leave students enough time to think;(6)Construct a classroom teaching culture of mathematics.