An Study On The Equity Of Teacher-student Interaction In Senior High Mathematics Classrooms

The goal of educational equity is to promote the development of every student.Classroom is an important part of transferring knowledge and promoting students' development.Teacher-student interaction is an important part of mathematics classroom teaching.Equity and effective teacher-student interaction is an important factor affecting students' learning effect.Based on the perspective of equity,this research studies the teacher-student interaction in mathematics classroom,discuss the current situation and influencing factors of the equity of teacher-student interaction in senior high school mathematics classroom,and constructs the analysis framework of the equity of teacher-student interaction.The research methods of this study conclude classroom observation,video analysis and interview.This case study concerns 7 consecutive lessons for a teacher in senior high school and makes a deep interview for the teacher,the classroom videos and interview results were transcribed,and then used SPSS and Excel for data analysis.It is found that teachers play a dominant role in the teacher-student interaction in senior high school mathematics class,and teachers' discourse is characterized by large quantity and long length of discourse.The teacher decides which students answer the questions in class.There are significant differences in students' participation for teacher-student interaction in the classroom.Students who are willing to actively participate in teacher-student interaction usually have the characteristics of strong initiative,active mathematical thinking and good mathematical performance.Students who are in a "weak" position in the classroom teacher-student interaction usually have the characteristics of poor initiative,poor mathematical expression ability and introverted personality.From the perspective of gender,boys are more willing to actively participate in the teacher-student interaction in mathematics classroom.Mathematics academic achievement will affect students' participation in the teacher-student interaction in mathematics classroom.Students with high academic achievement are more likely to get high quality questions,and are more willing to take the initiative to answer questions.Their words and discourse length are also more.Due to the different abilities and personality characteristics of students,they will perform different in classroom.Teachers can promote teaching equity to a certain extent by understanding this difference.Teachers can promote the equity of classroom teaching through the distribution of teacher-student interaction opportunities.