Study On The Interactive Characteristics Of Classroom Teaching In Primary School High-quality Class

According to the Outline of Basic Education Curriculum Reform(Trial)in 2011,teachers should actively interact and develop together with students in the teaching process,handling the relationship between imparting knowledge and cultivating ability.However,the current classroom teaching still only pays attention to knowledge teaching and make light of instructional interaction.At the same time,there are some formalism phenomena in classroom teaching interaction.From this,the purpose of this research is to find out the characteristics of high-quality classroom teaching interaction in primary schools by analyzing the ministerial-level and municipal-level excellent courses,Chinese and mathematics excellent courses on the National Public Service Platform For Educational Resources,find out the existing deficiencies and then offer some targeted recommendations for improvement about classroom teaching interaction.After reading a large number of related literature,it is found that the characteristics of classroom teaching interaction are mainly obtained by analyzing the teaching interaction of a certain subject or a certain type of course.Few studies have summarized the interactive characteristics of classroom teaching by comparing high-quality courses at different levels or high-quality courses in different subjects.Therefore,this study will further explore the characteristics of high-quality classroom teaching interaction by comparing ministerial-level and municipal-level,Chinese and mathematics classroom teaching interactions.On the basis of the previous interactive analysis system of classroom teaching,the research constructs an interactive analysis coding framework applicable to this paper.In this study,16 classroom teaching cases were selected from the National Public Service Platform For Educational Resources,and the qualitative analysis software Nvivo12 was used to study and analyze ministerial-level and municipal-level,Chinese and mathematics classroom teaching interactions from six aspects,the classroom teaching structure,teaching style,teacher’s questioning characteristics,teacher’s response characteristics,students’ language characteristics and technology use.The study shows:In terms of classroom teaching structure,the ratio of students’ speech in excellent courses at ministerial-level is higher than that of municipal-level,and the ratio of students’ speech in excellent mathematics courses is higher than that of Chinese.Implementing the educational thought of “student-oriented”,we believe that classroom teaching interaction dominated by students’ speech is good,so the teaching structure at the ministerial-level is better than that at the municipal-level.In terms of classroom teaching style,although high-quality courses tend to use positive words such as “compliment or encouragement” and “accept or adopt students’ viewpoints”,more than half of excellent courses tend to use direct language for teaching.Overall,the number of positive integration zone is much greater than the number of defect lattice indicates that the teaching atmosphere is harmonious.In terms of teacher questioning,the ratio of questioning in excellent courses at the ministerial-level and in excellent mathematics courses is higher than that in excellent courses at the municipal-level and in excellent Chinese courses;in terms of question types,teachers of high-quality courses are more inclined to ask open-ended questions,giving students room to think flexibly.In terms of teacher response,high-quality class teachers have established a good teacher-student interaction by responding to students’ words timely.In terms of the way of response,high-quality teachers tend to use indirect methods such as praise or encouragement,adopting or accepting the students’ opinions and questions,and use less direct methods such as lectures,instructions or orders.In terms of students’ speech,the actively answering ratio of students is higher than that of other behaviors,which shows that teachers of high-quality courses attach great importance to guiding students to answer questions actively,but the actively asking ratio of students is low,which calls for attention.In terms of technology use,it is the main part that the teacher manipulates technology to show the teaching content,and the technology’s effect on the students is the secondary part.However,some teachers encourage students to manipulate technology to express their ideas in a few high-quality classrooms.Based on the above all,the author will start with the characteristics of classroom teaching interaction in high-quality classes of primary schools to analyze the advantages of high-quality class teaching interaction,and look for the existing shortcomings.By summarizing the advantages and disadvantages,some suggestions are put forward to improve the classroom teaching in primary schools and the quality of classroom teaching interaction between teachers and students.