A Study On The Interaction Behavior Of Teachers And Students In The Problem-posing Classroom Of Primary School

Today’s society is increasingly calling for innovative talents.Traditional education focuses on cognitive education and exam-oriented education,ignoring the cultivation of students’ independent thinking and creativity.Problem-poposing teaching has a significant positive impact on students’ mathematics understanding,mathematics emotions,problem solving,etc,and can promote the development of students’ innovative ability.Many countries have incorporated the questioning into programmatic documents,and my country’s mathematics curriculum standards clearly point out that the ability of students to discover and ask questions should be cultivated.However,there are still many problems in the transformation of problem-proposed teaching from theory to classroom practice.The situation of front-line teachers using problem-proposed classroom teaching is not optimistic.Elementary school mathematics classroom is essentially a dynamic process of teacher-student interaction.Paying attention to the dynamic process of elementary school mathematics problem and teacher-student interaction in the classroom will help to further explore the problem and propose the true state of teacher teaching and student learning in the classroom,in order to help teachers make better use Questions are proposed for mathematics teaching to develop students’ ability to ask questions.This research focuses on the following three research questions:(1)Constructing a framework for the analysis of teacher-student interaction behaviors in the Problem-posing Classroom of Primary School;(2)The state and characteristics of the teacher-student interaction when students participate in problem-raising activities in the mathematics classroom;(3)Based on the problems of expert teachers,it puts forward indicators of teacher-student interaction behavior in the classroom,diagnoses novice teachers using problems to raise teaching problems,discusses and improves problems,and proposes teaching suggestions for classroom teacher-student interaction.This research will mainly use literature research method,classroom observation method,case study method and other methods to carry out the research on the above issues.Through literature study,it is clear that the basic implications of the teaching of elementary school mathematics problems and classroom teacher-student interaction,combined with Flanders interaction analysis and many other classroom observation systems,construct a primary school mathematics problem to propose a classroom teacher-student interaction behavior analysis framework.This study selects two expert and novice primary school mathematics teachers,and observes four mathematics classrooms taught by four teachers using questions separately,in order to explore the characteristics of teacher-student interaction in the classroom when teachers are at different stages of professional development.The research came to the following conclusions:Compared with traditional mathematics classrooms,both expert teachers and novice teachers can better pay attention to the students’ dominant position in the mathematics classroom where questions are raised.The question puts forward that the open and democratic teacher-student interaction structure in the mathematics classroom creates more opportunities for students to speak,demonstrate,and think and practice in the classroom,but some novice teachers lack the ability to control the classroom.The question puts forward that classrooms are different from traditional teacher-teaching classrooms.Primary school mathematics teachers are more inclined to use indirect speech and non-verbal behaviors to influence students’ learning.Expert teachers are more able to use indirect interactive behaviors to guide students to participate in classroom learning than novice teachers.Expert teachers are more able to take the initiative to accept students’ emotions,and actively encourage students to adopt students’ thinking results and carry out appropriate extensions and expansions.When novice teachers use questions to raise classroom teaching,the interaction between teachers and students in the classroom tends to be emotional and pleasant,and the classroom atmosphere is harmonious,but they lack empathic listening and evaluation of accepting students’ emotions and responding to students.The problem-raising teaching method enhances the initiative of students in learning.Whether it is an expert teacher’s classroom or a novice teacher’s classroom,few students ask questions or questions.The problem-raising activity gives students more opportunities to think,question,and ask questions..However,students’ learning behaviors show more enthusiasm in the classroom of expert teachers,and students have more opportunities to think and learn,while the more closed questioning of novice teachers points to more passive response behaviors of students in the classroom.Expert teachers are better at triggering students’ mathematical thinking through open questions and reducing passive responses.Open connected questions allow students to participate in mathematical learning and thinking.When students and teachers participate in questioning,in open teaching activities,students can connect with existing knowledge,analyze the problem situation,and then ask new questions,allowing students to learn mathematics autonomously and actively.The question of expert teachers put forward the following characteristics of teacherstudent interaction in the classroom: the classroom teacher-student interaction atmosphere is active and harmonious,presenting a network structure of "vertical interaction" and "horizontal interaction";the classroom is based on students,and the teacher guides and organizes students to develop Problem raising and problem-solving activities;expert teachers are good at asking open questions and conducting appropriate follow-ups,inducing students to think about mathematics,leading to students’ mathematical understanding and knowledge construction,and there are various types of teacher-student interactions in the classroom;expert teachers are in Classroom activities can provide students with more learning opportunities,so that students with different learning foundations can participate in classroom problem solving and problem raising mathematics activities;expert teachers have a complete problem raising teaching when using problem raising for classroom teaching The structure and the fluency of classroom teaching can create a positive classroom teacher-student interaction environment.The teacher-student interaction in the classroom with novice teachers presents the following characteristics: novice teachers lack teaching experience in raising questions,are not good at accepting students’ emotions,but can have good teacher-student interaction with students;novice teachers can take students as the main body of classroom teaching,Indirect behaviors are used in teaching activities to promote student learning,but they lack certain classroom organizational skills;novice teachers’ questions and follow-ups need to be further improved,with fewer open questions,relatively more closed questions,and lack of empathy for students’ answers Sexual listening and appropriate questioning;when novice teachers use questions to pose in mathematics classroom teaching,students of different levels have the opportunity to participate in mathematics learning activities,but they lack opportunities for students to conduct deeper mathematics thinking;novice teachers ask questions for teaching Lack of fluency and completeness,teaching design ability needs to be improved,and lack of teaching experience to raise questions.When novice teachers use questions to propose mathematics classroom teaching,they can improve the level of teacher-student interaction through the following five aspects.Handle the relationship between students and teachers in mathematics activities,enhance teachers’ ability to organize classroom activities,create a positive and harmonious atmosphere for teacher-student interaction in the classroom;increase open learning tasks in teaching activities,design open math problems,and promote better participation of students Mathematics activities;improve the ability of mathematics teachers to raise questions;strengthen the learning of teacher’s problem teaching knowledge,and improve teachers’ professional skills in the use of question-proposed mathematics classroom teaching through the training of teacher’s workshops and cooperation with researchers,etc.;to provide students with more There are more learning opportunities,so that students with different mathematics foundations can devote themselves to the classroom mathematics activities and achieve their learning goals;appropriately promote the use of different types of information technology for teachers in the mathematics classroom where the problem is raised.To sum up,this research constructs a framework for analyzing the interaction behaviors between teachers and students in the classroom in the primary school mathematics questions,and uses this framework to quantitatively analyze the interaction behaviors between teachers and students in the classroom when the questions are raised in the four sections.The mathematics classroom has a more active teacher-student communication environment.Realize the maximization of students’ learning opportunities.Novice teachers try to use problem proposals for classroom teaching,which can initially achieve good classroom interaction with students,but they put forward higher requirements for teachers’ professional knowledge and teaching ability.When teachers learn to use problem proposals for classroom teaching,they need to further strengthen the problem raised Teaching knowledge and improve the teaching ability of classroom teacher-student interaction.However,in case studies,there are relatively few research samples.The analysis framework of primary school mathematics problems raised by teachers and students in the classroom lacks a large number of primary school mathematics problems raised by the class.At the same time,data analysis is also limited by the researcher’s own theoretical and practical cognitive level.