中学课堂教学互动的实证研究——以初中数学课堂为例

An Empirical Study on Classroom Interaction in Middle School——A Case of Taking Mathematics Classroom in Junior High School

课堂教学互动是课堂教学的核心,是学生积极参与课堂教学活动建构知识的有效途径。文章在总结国内外关于课堂教学互动分析研究的基础上,从定量和定性的视角,运用时序列分析法、问卷调查法、ITIAS并基于Nvivo质性分析工具,对初中数学课堂教学互动行为进行分析。研究发现:(1)课堂教学时序列分为四个阶段;(2)归纳出教师主导下的四种课堂教学互动形式和相对应的基本行为;(3)课堂教学互动中最常出现的互动周期序列为引发—反应—评价,并概括出了课堂教学师生互动的基本流程;(4)影响课堂教学互动的四个维度是课堂教学情感、课堂教学管理、教学活动支持和媒体技术。最后针对研究结果反思提高课堂教学的策略。

Interaction, the core of classroom teaching, serves as an effective way to help students participate in teaching activities actively then to realize their knowledge building. This paper analyzes interaction of classroom teaching of Mathematics in junior high school by adopting time series analysis, questionnaire survey, ITIAS, and Nvivo-based tools for qualitative analysis. The results show that （1） the classroom teaching sequence is divided into four stages; （2） four teacher-dominated interactive classroom teaching models and their corresponding behaviors are concluded; （3） the most frequent interaction cycle sequence in interactive classroom teaching is： Initiation -Response - Evaluation, and basic procedures of interaction between teachers and students are generalized; （4） four elements which affect interaction of classroom teaching are： emotion, management, teaching activities and technologies. Finally teaching strategies are put forward to improve the quality of classroom teaching.