【作者基本信息】 南京师范大学， 数学教育， 2017， 硕士
【Abstract】 With the deepening of education reform, study on classroom has become a hot topic for education researchers. And adopting the method that combining qualitative research and quantitative research in classroom can reflect classroom teaching situation objectively, is of great significance to the classroom teaching.Our research adopt the following basic model, "watching the classroom teaching video——analyzing the classroom text transcript——coding the interaction between teachers and students——comparing the classroom teacher-students interactive features between novice and expert teachers——comparing the classroom teacher-students interactive features of expert teacher between new and review lessons——making conclusion".Our research focus on the classroom interaction between teachers and students, recalling and analyzing the existing related research adequately, and based on the Flanders interaction analysis system (FIAS), moreover, according to the features of the middle school mathematics classroom and the new requirement of modern inquiry-based classroom teaching, we create the analysis scale for mathematics classroom interaction. In addition, we obtain the research sample from the mathematics classroom teaching of junior middle school, using teaching video, classroom observation and the modified interaction analysis scale of Flanders, to compare the classroom teaching features between novice and expert teacher, and to compare the features of teacher-students interaction between the new and review lesson of expert teacher respectively. Through finding problems constantly, reflecting in-depth and putting forward the improve Suggestions, we hope that our research can provide useful help for mathematics classroom studyThis research is mainly to obtain the following conclusions:1. The expert teachers pay more attention to express emotion, encourage and praise for students than novice teachers in the classroom teaching, and use more questions to teach the new contents, those practice can arouse the learning consciousness of student actively, and generate impact on students positively than negatively.2. The expert teacher use more questions than novice teachers, and use meta-cognitive questions more than general questions in classroom teaching, they pay more attention to inspire and guide the students to think about, while the novice teachers use more general question than meta-cognitive questions, and more easily to lack of patience to students, they always urge the students to answer questions, and does not give insufficient for students to think about.3. The students’ reaction in classroom are more passive than active, and the degree of passive reaction in classroom of novice teachers are more than that in expert teachers, moreover, the number of students questioned actively in classroom are also obvious less than that of expert teachers. Expert teacher can timely apply "suggested teaching method" in the teaching process, which makes the interaction between teachers and students relative increase, and make the students pay more attention to focus on the teaching content, while the novice teachers’have relatively weak ability for this aspect.4. Expert teachers review the lessons mainly with strengthen method, and they are pay more attention to explore autonomously by students, which can reflect the main role of students and the guide role of teachers in classroom. However, in the process of new lessons’ teaching, expert teacher always adopt the method with bedding and understanding, and focus on the teaching by teacher. In addition, expert teachers are good at using meta-cognitive questions in the process of teaching, which shows that expert teachers pay more attention to the use of meta cognitive clues.
【Key words】 Flanders interaction analysis； Junior middle school mathematics； Study on teaching case； Development of teachers；
- 【网络出版投稿人】 南京师范大学