Common standards of teaching interaction strategies

(A) according to the object of the interactive subject.

1. Interaction between teachers and students. The whole process of classroom teaching activities is mainly driven by the multilateral interaction and alternation between teaching elements. Then, in this process, the subjects of interaction are mainly teachers and students. In other words, the interaction between teachers and students is the most frequent and convenient activity in classroom teaching. The author believes that the teacher-student interaction model is roughly as follows:

(1) Query-Q&A. That is, teachers ask questions according to teaching needs and students answer them; Students ask questions to the teacher and the teacher gives answers.

(2) Discussion-communication. That is, teachers and students exchange their own ideas and opinions according to the needs of teaching content, so as to achieve the purpose of exchanging needed items between teachers and students.

(3) Experiment-exploration. That is, teachers and students cooperate with each other for the same teaching goal, conduct experiments together, explore the origin of knowledge, and seek answers to questions.

(4) argument-defense. That is, teachers and students have differences in their knowledge and understanding of a certain knowledge or problem in the teaching process, so as to argue and defend. Of course, what we want to emphasize is that in the interaction between teachers and students, the objects of interaction are not distinguished, but the contradictory unity of mutual equality. The interactive parties can be the sender of the question, the proposer of the topic, and the questioner and receiver of the topic. This kind of interaction requires an equal, humane, harmonious and democratic relationship between teachers and students, and a classroom teaching atmosphere of mutual respect and complete equality of personality. The process of classroom teaching should be a cordial dialogue among teachers, students and texts.

2. Interaction between students The new curriculum attaches great importance to the concept of cooperative learning in changing learning methods. Cooperative learning theory holds that the previous interaction theory is mostly limited to the interaction between teachers and students, but denies the interaction between students' peers. Even if this influence is acknowledged, it is often regarded as a destructive force with negative influence. In fact, it is not difficult for us to see that all the classroom teaching processes and all the teachers' behaviors in the classroom almost happen in the interaction with peer groups. The Johnson brothers, an important representative of cooperative learning, believe that "in essence, the bilateral view of teaching and learning between adults and children underestimates the importance of the relationship between students and students in classroom teaching". Looking at the theory and practice of cooperative learning, we can easily find that the concept of interaction advocated by cooperative learning is a multilateral three-dimensional concept of interaction, which no longer stays at the traditional understanding level of bilateral interaction between teachers and students and advocates multilateral interaction between teachers and students. Therefore, under the guidance of the new curriculum concept, the interaction between students is very important and indispensable. In the process of classroom teaching, we often see such a scene: after students fully question and dispel doubts, teachers discuss and communicate with students about some problems that individual students can't solve through independent thinking; There are still some questions that students can't reach an agreed answer at the moment, and the teacher organizes students to debate; Sometimes, because of teaching needs, students will be allowed to communicate in groups, communicate with each other and evaluate each other. These interactions obviously belong to the effective interaction between students.

3. Interaction between teachers and students and the media With the continuous acceleration of educational modernization, information technology has been widely used in the field of education and teaching, and new classroom teaching based on multimedia-assisted technology and network technology is booming all over the country. The new classroom teaching based on multimedia-assisted technology and network technology has the following characteristics: in the whole classroom teaching process, the elements involved in teaching activities are not only teachers and students, but also various media that must be used in the teaching process. Judging from the intelligence of media, the advantages of computer technology and network technology have greatly exceeded the expected development speed and effect. As far as the new classroom teaching under the environment of multimedia-assisted technology and network technology is concerned, the media has realized the functions of dialogue with the teaching object, evaluation and analysis of teaching effect. Therefore, the interaction between people and the media has attracted more and more attention from educators. From the specific operation mode, the author thinks that there are mainly: input-output dialogue, input feedback evaluation, input feedback analysis and so on.

4. In the classroom teaching under the new curriculum concept, the interaction between students and communication objects other than teachers is diverse. Sometimes, for the needs of some teaching contents, students need to communicate with people other than teachers. If students are asked to write an interview draft, if they are still imprisoned in the classroom after guidance, it is obviously impossible to write this composition well. Students must be allowed to go out of the classroom, interview the people they want to interview, and put them into practice in order to write a flesh-and-blood article. This kind of interaction is mainly used in the comprehensive practice class, which should be said to be a very important interaction mode under the new curriculum concept.

(B) the division of the subject's psychological and behavioral compatibility

1. Cooperative interaction refers to the interaction of cooperation and mutual assistance between teachers and students and between students in classroom teaching. It is formed on the basis of the same goal, mutual understanding and cooperation between the two sides. Adaptation is an important mechanism in cooperation and interaction. Teachers and students need to adapt to each other. Through adaptation, teachers and students may change some of their own understandings, attitudes, values and behavior habits, so as to achieve the purpose of mutual adaptation. Besides adaptation, there are mechanisms such as obedience, imitation and suggestion in cooperative interaction. Obedience in teaching generally includes two aspects: first, obedience to collective norms; The second is to obey the authority of the teacher. Obedience in these two aspects plays an important role in ensuring the smooth progress of classroom teaching. Imitation is closely related to suggestion. Hinting is a conditional behavior of both parties. The suggestor must be able to stimulate, and the implied person can only respond after accepting the hint, and the behavior that meets the requirements of the suggestor occurs. And this kind of similar behavior caused by suggestive stimulation is imitation. In classroom teaching, imitation is not only an important mechanism to form cooperation and interaction, but also an important way for students to socialize individually. As the representative of society, teachers are the main imitators of students. Teachers' personality, talents, beliefs, attitudes and behaviors towards people are often imitated, recognized and absorbed by students and transformed into a part of their own personality. The research shows that the interaction in the cooperative state can produce good teaching effect and give full play to the cognitive function and situational function of classroom teaching. Cooperative learning is a typical manifestation of cooperative interaction mode. Cooperative learning is a teaching form in which two or more individuals work together to promote each other and improve the learning effect. It has the following characteristics:

(1) Members are equal and mutually promoting;

(2) Operators can organize their thinking and cognitive monitoring more clearly and effectively;

(3) Pay attention to students' interpersonal communication;

(4) Economical, effective and easy to use. Advocates of cooperative learning put forward their own teaching strategies,

The more common ones are: (1) group competition method: students are divided into groups of 4 ~ 5 people, and teaching is divided into whole class teaching, group learning, teaching competition, performance evaluation and other links;

(2) Group grading scoring method: similar to group competition method, except that teaching competition is replaced by quiz;

(3) Collective research method: divide the learning task into several parts to be undertaken by the group members, draw conclusions based on extensive discussion and research in the group, and communicate with the whole class. Finally, teachers and students jointly evaluate the contribution of each group to class learning;

(4) Group teaching method: Group members discuss solutions around a certain topic, and strive to reach a consistent conclusion or choose the best solution. A series of experimental studies show that cooperative learning plays a positive role in improving students' self-esteem, forming a positive attitude towards others and the collective, enhancing their interest in learning, forming social concepts and mastering social skills.

2. Competitive interaction Competitive interaction is an interactive mode as opposed to cooperative interaction. Compared with cooperative interaction, it is different in the cohesion point and the existence state of interaction. Competition refers to a contest between individuals or groups for a certain goal. In classroom teaching, competition is an inevitable psychological wit in the teaching process, and competition is always accompanied by students' learning process. As long as there are learning activities in a group, competition will always follow. In the learning process, reasonable healthy competition is conducive to stimulating students' self-motivation, forming a team spirit of unity and cooperation, improving individual and collective combat effectiveness and achieving greater results. In addition, the new curriculum concept also clearly puts forward to cultivate students' innovative spirit and practical ability, stimulate students' self-motivated and competitive consciousness, and cultivate talents who can adapt to the increasingly fierce social demand in the future. Therefore, it is of great significance to use competitive interactive strategies scientifically and reasonably in classroom teaching. The author believes that the basic operation mode of competitive interaction in classroom teaching can be summarized as follows:

(1) Competition among students. It is manifested in the comparison of speed, quantity and quality between individual students and other individual students when completing a certain learning task. For example, answering questions, answering questions, doing problems, etc.

(2) Competition among study groups. Performance in the completion of a learning task, the study group and other study groups in terms of speed, quantity, quality, cooperation effect, etc. For example, answer questions, solve problems, and cooperate to complete an assignment.

3. Competition-cooperation interaction In actual classroom teaching, there are fewer pure cooperative interactions and pure antagonistic interactions, and more intermediate or cross-cutting interactions. Therefore, active and effective classroom teaching should advocate the interaction between competition and cooperation, that is, competition-cooperation interaction. Competition, cooperation and interaction are not the simple addition of the two, but the cross-infiltration and mutual transformation of their interaction. The so-called cross-infiltration means that in the actual interaction process, cooperation includes competitive factors, and competition also includes cooperative factors. The so-called mutual transformation means that cooperative interaction and competitive interaction can alternate with each other or be transformed into opposing sides. Well-organized competition, cooperation and interaction can not only exert the positive effects of competition and cooperation, but also avoid its negative effects, and at the same time cultivate students' reasonable sense of competition. It is an interactive mode full of the flavor of the times, and it is also an interactive mode that classroom teaching should advocate and carry forward under the new curriculum concept.