A Study On Verbal Interaction Behavior Of Teacher-Student In High School Geography Classroom ——Take High-Quality Class And Regular Class For Novice Teacher As Examples

In response to the requirements of the new curriculum reform and to promote the process of the modernization of national basic education,the document “China's Education Modernization 2035 ” was released in 2019,which clearly pointed out that “for everyone”is one of the eight concepts that education should focus on at this stage.Classroom is the main place of current geography teaching,and the interaction between teachers and students is the most important way of classroom teaching activities.Comparing the speech behaviors of teachers and students in the regular classroom of high school geography novice teachers with high-quality classrooms can help to find and improve the interaction problems in high school geography classrooms and help teachers' professional growth.Based on constructivism theory,geography teaching theory and symbolic interaction theory,through NVivo 12 Plus qualitative analysis method and improved Flemish interactive analysis system,from macro,meso and micro perspectives,regular and high-quality courses for high school geography novice teachers Analyze the interaction behavior of teachers and students in the classroom,find out the problems of classroom interaction,and put forward corresponding teaching suggestions.The research content mainly includes the following parts:The first part is the preface.This part introduces the background and significance of the research on teacher-student verbal interaction in high school geography classroom,summarizes the research status of classroom teacher-student interaction at home and abroad,and finally determines the research ideas,including research purpose,content,research method and technical route.The second part is the concept definition and theoretical basis.This part mainly defines the related concepts of interaction,speech act,classroom teacher-student speech interaction act and geography classroom teacher-student speech interaction act,and discusses the theoretical basis for the research of high school geography classroom teacher-student speech interaction.The third part is the data collection and processing of interactive behavior in high school geography classroom.This part first introduces the Flanders interactive analysis system,and adds and refines its content in combination with the requirements of the new curriculum reform and the characteristics of high school geography,so as to form an improved Flanders interactive analysis system in geography classroom and explain the precautions in the coding process;Secondly,according to the research purpose,the research samples of four geography lessons are determined,and the research tool is NVivo12 Plus,and the application process of the software is introduced.The fourth part is the statistics and analysis of language interaction between teachers and students in senior high school geography classroom.Firstly,from the perspective of coding number,this paper compares and analyzes the speech interaction between teachers and students in the four geography classes as a whole.Secondly,from the perspective of coding density table,this paper understands the individual situation of speech interaction between teachers and students in the four geography classes;Finally,from the perspective of ratio and coverage,this paper compares and analyzes the specific situation of teacher-student verbal interaction between high-quality geography classroom and novice teachers' conventional geography classroom.The fifth part is about the problems and teaching suggestions of teachers and students' verbal interaction in high school geography class.Through statistics and analysis,it is found that the following problems exist in the interaction of geography classrooms: firstly,the common problems between the regular courses of high school geography beginners and the classrooms of high-quality teachers,which are reflected in:the lack of students' awareness of questioning and lack of questioning spirit;teachers' feelings towards students And attitude attention is low,and the evaluation method is single.Second,the prominent problems in the regular classroom of novice geography teachers in high school are: the ratio of teacher speech and student speech is seriously unbalanced;students' response time is short and the quality is not high;students mostly think alone and lack cooperative exploration;Teachers lack geography experimental teaching awareness and students lack map training.Aiming at the main problems of classroom interaction,the following teaching suggestions are put forward: Optimize the structure of classroom speech and build an equal dialogue platform between teachers and students;Evaluate students' answers specifically,and focus on guidance and prompts;Promote emotional exchanges between teachers and students,cultivate students' questioning spirit;innovate the teaching mode of geography,and focus on the cultivation of the core literacy of geography.