Sequence Analysis of Teacher-Student Behavior in Primary Mathematics Inquiry Teaching

目前探究式教学已经成为一种重要的教学方式，在教学实践中得到了广泛应用。本文基于改进型弗兰德斯互动分析系统对师生课堂行为进行编码，采用滞后序列分析法，从学生行为序列、教师行为序列和师生交互行为序列角度入手，对小学数学特级教师的探究式教学课堂录像视频进行分析。结果表明，教师引导类的行为具有明显的显著性；技术的使用在教师行为序列中具有显著性，在学生行为序列和师生交互行为序列中没有显著性；教师对引导型问题的设计会对学生产生显著影响。因此探究式教学需要有合理的学习任务，同时要对学生提供即时的学习反馈，教师要对学生提供正向指导，合理使用技术能够更好地促进探究式学习。At present, inquiry-based teaching has become an important teaching method and has been widely used in teaching practice. Based on the improved Flanders interactive analysis system, this paper codes the classroom behaviors of teachers and students, and uses lag sequence analysis method to analyze a class video of exploratory teaching by a special-grade primary school mathematics teacher from the perspectives of student behavior sequence, teacher behavior sequence and teacher-student interaction behavior sequence. The results show that teacher-guided behavior has obvious significance. The use of technology is significant in the teacher behavior sequence, but not significant in the student behavior sequence and teacher-student interaction behavior sequence. Teachers’ design of guided questions will have a significant impact on students. Therefore, inquiry-based teaching needs reasonable learning tasks, while providing immediate learning feedback to students, teachers should provide positive guidance to students, and rational use of technology can better promote inquiry-based learning.