A Study Of Teacher-student Interaction Behavior In High School Geography Classroom Based On IFIAS

After the promulgation of the General High School Geography Curriculum Standards(2017 Edition),teaching reform has gradually become the focus of attention of scholars from all walks of life.In school education,the classroom is the basic place for educating people,and classroom teaching mainly takes the form of teacher-student interaction gradually and deeply,and the quality of teacher-student interaction can reflect teachers’ teaching ability and teaching concept,as well as students’ classroom performance and learning effect.The quality of teacher-student interaction can reflect the teacher’s ability and teaching philosophy,as well as the students’ performance and learning effect.The geography quality classroom is a high-quality geography classroom,and its teacher-student interaction behavior is relatively representative,scientific and reference,so the study of this classroom is more conducive to exploring the deep common and individual problems.Based on the above background,this study firstly uses i FIAS as the analysis tool and selects eight high-quality classroom cases from the 2020 Ganjiao Cup as the observation objects.Secondly,we used the Improved Geography Classroom Interaction Analysis System(i FIAS)to conduct coding statistics,ratio analysis,matrix analysis,and curve analysis to compare the interaction structure,teacher interaction style and tendency,student interaction behavior,and teacher-student question-and-answer behavior of the four groups of "homogeneous classrooms" in two dimensions: overall and specific.Finally,we conclude that the four groups of classroom examples are not the same.Finally,the commonalities and individualities of teacher-student interaction behaviour in the four groups of lesson examples are summarised,their problems are discussed and the design of the teaching cases is presented.In terms of the structure of classroom interaction,the four groups of high quality classroom examples show the characteristics of teacher’s speech dominating the classroom and the increase of students’ speech ratio,but the teacher’s demonstration means and students’ practical activities vary greatly among the classrooms;in terms of teacher’s interaction tendency and style,most teachers tend to control the classroom directly and use positive reinforcement to motivate students to participate in the classroom,but the evaluation language is relatively In terms of students’ interactive behaviors,the percentage of students’ active speaking and group inquiry behaviors was high,but there were no students’ active questioning behaviors,reflecting students’ dependent thinking in the classroom;in terms of teacher-student questioning,all four groups of lessons were dominated by the "open-ended question-and-answer model",but the questioning strategies of different teachers differed,and the overall question types were relatively homogeneous.However,the questioning strategies of different teachers varied,and the types of questions were relatively homogeneous in general.In view of the above findings,this paper proposes suggestions for optimization in terms of highlight the main position of students,enriching teachers’ evaluation language,guiding students to take the initiative to ask questions,and improving teachers’ questioning behavior,in order to provide reference for other geography teachers and geography education researchers.