基于行为序列分析的师生互动效果研究

Effect of Teacher-Student Interaction: Perspective of Behavior Sequential Analysis

有效的师生互动是课堂教学质量提升的关键所在。相较于行为频次的统计,行为序列的分析能更好地帮助理解师生互动。在采用ITIAS对50节优课进行编码统计的基础上,进一步借助LSA揭示课堂中的显著行为序列,并结合IRF分析课堂中的师生互动结构。研究发现,课堂中主要存在三种类型的师生互动。其中,知识传授型互动缺失教师的反馈,主要用于教师完成教学任务;评价反馈型互动能够检验学生的学习情况,对学习具有促进作用;引导追问型互动能够帮助学生进行思考和推理,促进学生深度学习。研究结果表明,师生互动的效果取决于互动的深度,而非互动的频次。

Effective Teacher-Student Interaction is the critical element in improving classroom teaching.Many study focus on frequents of teacher and student’s behavior,but analysis of behavior sequence can make a better understanding.In this study,we coded 50 excellent courses using ITIAS,and revealed significant behavior sequential with Lag Sequential Analysis.Then,the interaction structure between teacher and students were analyzed by IRF.Results found that three types of Teacher-Student Interaction were extracted from this material.Knowledge transforming interaction were lack of teacher’s feedback,and applied to fulfill teachers’pre-determined teaching purposes.Assessment and feedback interaction checked students’learning statute,and promote learning.Guiding question interaction facilitate students’critical thinking and reasoning,and achieved deep learning.This study showed that the effect of teacher-student interaction depends on the depth of interaction rather than the frequent of interaction.