Chen Kewei
Department of Educational Administration, Zhejiang Yuexiu University, Shaoxing, China.
Front Psychol. 2022 Feb 22;13:849528. doi: 10.3389/fpsyg.2022.849528. eCollection 2022.
The article first proposes a reflection on the status quo of classroom teaching in public universities, selects a large number of educational scenes, and analyzes these selected educational concepts in detail from a theoretical perspective. Through the establishment of a teaching quality monitoring system based on careful observation and analysis, several major problems in public university classrooms have been discovered: poor classroom interaction mode, single classroom interaction mode, low classroom interaction efficiency, and inefficient classroom interaction feedback. Specific manifestations include the alienation of teacher-student relationship, insufficient student coverage, lack of interaction channels, lack of interaction context, only formalized teacher-student interaction, low impact, and simplification of teacher-student interaction. Summarizing the causes of classroom interaction problems, the article summarizes three factors: teachers, students, and the macro environment. In the experiment, 85% of the students thought that the teacher-student relationship was relatively ordinary. Among the 11 students who participated in the experiment, 60% of the students were very active in interactive classroom discussions. Therefore, based on the analysis of problems and factors, the article puts forward an optimization strategy to create a classroom interaction atmosphere, improve classroom interaction mode, improve classroom interaction efficiency, and strengthen classroom interaction feedback. In particular, it promotes the integration of teacher-student relationship, emphasizes the role of students, improves the level of classroom interaction, creates conditions for classroom interaction, improves teacher-student interaction control ability, enhances student interactive speech ability, strengthens error correction and feedback, and increases multiple feedback methods.
文章首先对公立大学课堂教学现状进行反思，选取大量教育场景，并从理论角度对这些选取的教育理念进行详细分析。通过基于细致观察与分析建立教学质量监测体系，发现公立大学课堂存在几个主要问题：课堂互动模式不佳、互动模式单一、课堂互动效率低下以及课堂互动反馈低效。具体表现包括师生关系疏离、学生覆盖不足、互动渠道缺乏、互动情境缺失、师生互动仅形式化、影响小以及师生互动简单化。总结课堂互动问题的成因，文章归纳出三个因素：教师、学生和宏观环境。在实验中，85%的学生认为师生关系较为普通。在参与实验的11名学生中，60%的学生在互动课堂讨论中非常积极。因此，基于对问题和因素的分析，文章提出优化策略，营造课堂互动氛围，改进课堂互动模式，提高课堂互动效率，加强课堂互动反馈。特别是促进师生关系融合，强调学生的作用，提高课堂互动水平，为课堂互动创造条件，提高师生互动控制能力，增强学生互动言语能力，加强纠错与反馈，并增加多种反馈方式。
