| In the context of digital transformations of education,the concept of promoting deep integration of education and information technology has emerged.The flipped teaching model is widely used in all stages of teaching under the impetus of this concept.Effective teacher-student interaction can promote students’deep learning and improve the quality of classroom teaching.On the basis of previous studies and combined with the characteristics of flipped classroom teaching in primary school mathematics,this study constructs a framework for analyzing teacher-student interaction behaviors in primary school mathematics flipped classrooms.Three classroom teaching records were taken as research samples,and using Flanders Interaction Analysis System(FIAS)and Lag Sequential Analysis(LSA)to analyze the coded data from the perspectives of behavioral frequency and behavioral sequence.The results of the study shows that the teacherstudent interaction behaviors in the mathematics flipped classroom of primary school has the following characteristics.First,from the perspective of behavioral frequency,the common features of teacherstudent interaction behaviors in primary school mathematics flipped classrooms are:Highlighting the genuine interaction between teachers and students,students and students;Actively creating a democratic and harmonious classroom atmosphere;The interaction between teachers and students is close and the teaching activities are well organized;Equal emphasis on open-ended and closed-ended questioning;The differential characteristics are:Teachers in the high school section pay more attention to the detailed feedback comments on students’ answers;Students in the high school section allocate more independent time and have more initiative;Teachers and students in the high school section interact more closely and classroom silence is mainly effective,while the secondary section is the opposite;Female teachers tend to influence students indirectly and are good at encouraging and praising students,and their praise words are more abundant.Second,from the behavioral sequence perspective presented behavioral patterns,the common features of teacher-student interaction behaviors in primary school mathematics flipped classrooms are:Problem-oriented interaction based on students’ thinking;More flexible and diverse classroom activities in the flipped mode.The differential characteristics are:In terms of the choice of interaction objects,female teachers tends to have both teacher-class interaction and teacher-individual interaction in parallel,while male teachers tended to have teacher-class interaction;In the face of students’ answering behaviors,teachers in the secondary section are more inclined to continue to explain,while teachers in the higher section would ask follow-up questions or continuous questions;In the face of the ineffective state of the classroom,teachers in the secondary section would take the approach of continuing lecturing,while teachers in the higher section would take the approach of praising or asking questions.The teacher-student interaction behaviors in primary school mathematics classrooms face the following problems:Teachers tend to influence students directly by lecturing and instructing;The imbalance of questioning subjects in the flipped mathematics classroom;Students have uneven opportunities to show themselves;Human-technology interaction is not deep.Based on the optimization of teacher-student interaction behavior in primary school mathematics flipped classrooms,the following suggestions are made:Teachers should use more praise and feedback to indirectly influence students;Optimize teachers’questioning behavior by creating in-depth questions;Realize the "flipping" of the main body of classroom questions;Ensure the fairness of students’ self-realization in the flipped classroom;Accelerate the construction of smart campus. |
