Interaction Behavior of Teachers and Students in Senior High School Chemistry High-End Lesson Preparation from the Perspective of Lag Sequence Analysis
LI Xiao-Nan1, ZHOU Chen-Shuang1, ZHANG Si-Fang1,2**
1. Institute of Chemistry Education, Anhui Normal University, Wuhu 241000, China;
2. Cuiwen Middle School Affiliated to Anhui Normal University, Wuhu 241000, China
Abstract In order to reveal the key characteristics of teacher-student behavior interaction under the “high-end lesson preparation” project, the video analysis method and lag sequence analysis (LSA) are used to quantitatively and qualitatively analyze the teacher-student interaction behavior, ratio, teacher language, teacher-student operation technology and the interaction behavior between teachers and students in the “ion reaction” classroom in the high-end lesson preparation project in 2019. The study finds that high-end lesson preparation pays more attention to students' scientific cognitive logic of original cognitive problems, takes teaching core concept construction and based on students' cognitive development as the concept, changes from knowledge analysis to promoting students' cognitive development, and promotes students' knowledge transfer and application through the process of continuous collision between teachers and students, and it provides a reference path for normalized classroom optimization.
LI Xiao-Nan, ZHOU Chen-Shuang, ZHANG Si-Fang. Interaction Behavior of Teachers and Students in Senior High School Chemistry High-End Lesson Preparation from the Perspective of Lag Sequence Analysis[J]. Chinese Journal of Chemical Education, 2022, 43(5): 84-90.
