课堂师生互动视域下教师行为特征分析与策略研究——基于Leary模型

Analysis of Teacher’s Behavior Characteristics and Research on Strategies from the Perspective of Classroom Teacher-Student Interaction——Based on the Leary Model

课堂师生互动是教学活动的重要组成部分,分析师生互动过程有助于提高课堂教学质量.课堂师生互动中涉及到师生间知识和情感的交流,具有典型的社会性交互特征.从教育社会学视角,在Leary互动模型基础上设计出师生互动编码系统,并选取两名新手教师和两名经验教师作为研究对象,运用课堂观察法对数字化课堂中教师互动行为特征进行对比分析.研究结果表明,新手教师与经验教师在领导力维度有显著不同,经验教师对课堂把控能力较强,新手教师则容易处于被动状态;在亲和力维度二者均注重与学生合作,但新手教师可能更加面临课堂效率低下的问题;文科类别和理科类别的教师互动类型呈现出明显的差异.最后,依据课堂师生互动特征的分析给出合理化建议.

Classroom teacher - student interaction is an important part of teaching activities. Interpreting the teacher - student in-teractive process helps to improve the quality of classroom teaching. Classroom interaction involves the exchange of knowledge and emo-tion between teachers and students, with typical social interaction characteristics. The existing classroom teacher - student interaction analysis is based on behavioral and verbal features. Based on the perspective of educational sociology, this paper designs a teacher - student interactive coding system based on Leary interactive model, and selects two novice teachers and two experienced teachers as re-search objects. The classroom observation method was used to compare the interactive characteristics of teachers and in the digital classroom. The results show that the novice teachers and experienced teachers are significantly different in the leadership dimension. The experienced teachers have strong control ability in the classroom, and the novice teachers are easy to be passive. In the affinity di-mension, both focus on cooperation with students. However, due to the lack of leadership of the novice teachers, there is a problem of inefficient classrooms. Moreover, the types of teacher interactions in the liberal arts and science categories show significant differences. Finally, the paper puts forward some suggestions to effectively promote classroom teacher - student interaction.