基于弗兰德斯互动分析系统的高中数学函数课堂导入部分师生互动研究

A Study on Teacher-Student Interaction in the Introduction Phase of High School Mathematics Function Classes Based on Flanders Interaction Analysis System

摘要: 课堂教学在互动中推进，高效课堂互动不仅是教育改革、教学转型的要求，也是教师追求专业发展的要求．本研究以弗兰德斯互动分析系统作为测量工具，通过课堂观察法对五位高中数学青年教师的课堂实录进行课堂观察和量化分析，并结合课堂实录对课堂互动特征进行质性分析，概括总结高中数学课堂互动行为特征，针对存在问题提出教学优化建议。

Abstract: Classroom teaching progresses through interaction, and effective classroom interaction is not only a requirement for educational reform and teaching transformation but also a pursuit of teachers’ professional development. This study employs the Flanders Interaction Analysis System as a measurement tool to conduct quantitative and qualitative analyses of classroom recordings from five young high school mathematics teachers. Through classroom observation and data analysis, the characteristics of teacher-student interactions in mathematics classrooms are summarized. The research reveals that while current classroom atmospheres tend to be student-centered, students’ initiative in constructing mathematical knowledge remains limited. Teachers predominantly use direct influence through lecturing and questioning, with relatively insufficient indirect influence, such as praise and acceptance of student ideas. Additionally, teacher feedback tends to be simplistic. Based on these findings, practical teaching suggestions are proposed to optimize classroom interaction and enhance student engagement.