Research On The Characteristics Of Verbal Interaction Between Teachers And Students In Primary School Physical Education Class Based On The Flanders Interaction Analysis Syste

The purpose of the study is to study the characteristics of teacher-student speech interaction behavior in primary school physical education teaching,improve the school’s attention to teacher-student speech interaction behavior in physical education teaching,and put forward feasible suggestions on the optimization of teacher-student speech interaction behavior through the analysis of the characteristics of teacher-student speech interaction behavior and the deep-seated reasons behind the characteristics,so as to provide reference for the optimization and improvement of teacher-student speech interaction behavior in primary school physical education teaching.Research methods: The research was carried out by means of literature,classroom observation and mathematical statistics.Among them,when applying the classroom observation method to carry out the research,the author used the Flanders interaction analysis in the field of speech act theory as the classroom teaching observation tool,and took 54 PE normal classes carried out by 18 PE teachers in 6 primary schools in Chongqing as the observation lesson example to observe,judge,record and analyze the teacher-student speech interaction behavior in the primary school PE teaching.Research results:Results of ratio analysis:(1)Analysis of classroom speech structure.The occurrence rate of teacher’s speech is similar to that of silence or confusion(P>0.05),and both are significantly higher than that of students’ speech(P<0.01);(2)Analysis of teacher’s speech style.There is a very significant difference between the teacher speech ratio of the direct impact category and that of the indirect impact category.The teacher speech ratio of the direct impact category is significantly higher than that of the indirect impact category(P<0.01);(3)Students’ speech style analysis.There is a significant difference between the passive speech rate of students and the active speech rate in primary school physical education teaching.The passive speech rate of students is significantly higher than the active speech rate of students(P<0.05).Results of matrix analysis:(1)Analysis of classroom teaching language structure.The ratio of module A+B is significantly higher than that of module C(P<0.01);The ratio of module D is significantly higher than that of module C(P<0.01).There was no significant difference between the ratio of module A+B and that of module D(P>0.05).Steady state lattice(10,10),steady state lattice(5,5)and steady state lattice(6,6)are the three stable lattices with the highest occurrence rate in the matrix steady state lattice.(2)Analysis of speech tendency in classroom teaching.The occurrence rate of module B in the migration matrix is significantly higher than that of module A in the migration matrix(P<0.01).(3)Analysis of classroom teaching emotional atmosphere.The occurrence rate of module F(defect lattice)in the transfer matrix is significantly higher than that of module E(positive integration qualified)in the transfer matrix(P<0.01).The following research conclusions:(1)The speech structure of primary school physical education classroom teaching is not reasonable.The results of ratio analysis and matrix analysis show that the teacher’s speech ratio in primary school physical education teaching is equivalent to the silence or confusion ratio,which is significantly higher than the student’s speech ratio,and the matrix analysis further shows that the three steady states of continuous silence or confusion,continuous teaching,and continuous instruction are the highest in primary school physical education teaching,This kind of classroom speech structure obviously runs counter to the teaching idea of "students first" and is not reasonable enough.(2)The teacher’s speech style tends to have a direct impact on the teaching of physical education in primary schools.The results of ratio analysis and matrix analysis show that the speech rate of teachers who directly affect the category is significantly higher than that of teachers who indirectly affect the category.In primary school physical education teaching,teachers are still accustomed to using serious,indoctrinated and directive classroom teaching language.(3)There is a lack of initiative in students’ speech style in primary school physical education.The result of ratio analysis shows that the students’ passive speech rate is significantly higher than the students’ active speech rate.It shows that there are still few opportunities for students to speak freely and actively in primary school physical education teaching.Most of the speeches are in response to teachers’ questions or teachers’ requirements.Few students ask questions or actively express themselves based on their own ideas or thinking.The speech style is still too passive.(4)The emotional atmosphere of PE teaching in primary schools is tense and depressing.The result of matrix analysis shows that the occurrence rate of module F(defect lattice)in the transfer matrix is significantly higher than that of module E(positive integration qualified)in the transfer matrix.It shows that there are still many tension and depression in the teaching of physical education in primary schools in Chongqing,and there are certain obstacles or barriers in the emotional communication between teachers and students,which is the "defect" that needs to be paid attention to in the speech interaction between teachers and students.(5)This paper puts forward some suggestions on the optimization of teacher-student verbal interaction in primary physical education teaching.That is,update the teaching concept and pay attention to the main position of students in teaching;Enrich teaching methods and adopt methods that can improve students’ speech ratio;Pay attention to interest stimulation and students’ emotional experience in physical education;Pay attention to professional growth and constantly improve their classroom teaching organization and management ability.