Research On The Influence Of Classroom Teacher-student Interaction Mode On High School Students' Mathematics Learning

Good classroom teacher-student interaction is the basic requirement of efficient teaching,which affects the classroom teaching effect.The interaction between teachers and students in the classroom has an important influence on the development of both teachers and students.Using empirical research to explore a more optimized and efficient classroom teacherstudent interaction mode is of great importance to the rational operation of the classroom and students' knowledge acquisition.Therefore,the research questions are determined as follows:(1)What are the effects of implementing different teacher-student interaction modes on high school students' math learning in the teaching of high school math concept class?(2)What is the influence of teacher-student interaction mode on the math learning of students of different genders or learning levels in high school math concept teaching?(3)In the teaching of high school mathematics concept course,what type of classroom teacher-student interaction mode will be more conducive to the improvement of high school students' mathematics academic performance?In order to study the above problems,firstly,literature analysis is adopted to analyze relevant literature and theories and grasp the research status and problems.Taking the math scores of the middle school entrance examination as the pre-test data,4 parallel classes were selected as the research objects.Four teachers made instructional design according to the textbook and gave lessons in corresponding classes.The use of classroom teacher-student interaction mode under different instructional design was the independent variable of the study.Secondly,video camera was used to record the class teaching activities of the subjects,and video analysis method was used to code the teacher-student interaction mode with the help of Flanders interactive analysis system.Then,the after-school questions with good reliability and validity were selected as the posttest volume,and the results were the post-test data,the dependent variable of the study.Finally,based on statistical analysis,SPSS 22.0 software was used to analyze the post-test data and explore the influence of teacher-student interaction mode on the mathematics learning of high school students.Research conclusion is:(1)in high school mathematics concept teaching,the proper use of“teacher questions-students answer”+“teachers tutoring students self-study”and the main use“teachers lecture-students listen”+“student-teacher guidance to solve the problem”there is significant difference between grades,scores higher than the latter,the former effect for large effect;There is no significant difference in the academic performance between“students' questions and teachers' answers”;(2)the use of“teachers lecture-students listening”or“teachers lecturestudents listen”+“teacher questions-students answer”+“student-teacher guidance to solve the problem”or “teachers lecture-students listen”+“teacher questions-students answer”+“teachers tutoring students self-study”there are significant differences between male and female students grades,scores higher than the girls and boys,the difference effect is medium effect.For high group and intermediate group of students,appropriate use of“teachers ask questions-students answer”+“students ask questions-teachers answer”+“teachers explain-students listen to the lecture”+“students self-study-teacher guidance”and mainly adopts“teachers explain-students listen”there are significant differences between grades,and all is the former scores higher than the latter,difference effect are big effect;For low group students,there is no significant difference in academic performance;(3)Appropriate use of "student self-study-teacher guidance" + "teacher's question-student answer" + "teacher's explanation-student listening" and using "teacher's explanation-student listening" + "student's question-teacher answer" are significant between the academic performance Difference,the former's performance is higher than the latter,the difference effect is between the medium effect and the large effect.The teaching suggestions are as follows:(1)To guide students to study independently and break through the conceptual difficulties of function;(2)the class questions step by step,gradually into the essence of the concept;(3)Proper examples to explain,strengthen the understanding of the concept of function;(4)Explore the concept of function together,and have equal opportunities for classroom interaction.