Abstract
Classroom concentration is an essential factor affecting classroom teaching, and classroom dialogue is a bridge connecting teachers and students. It is worth studying how dialogue affects classroom concentration and what kind of classroom questions can improve classroom concentration and thus improve the teaching effect. Therefore, this research analyzed concentration and dialogue in the middle school math classroom records, explored the dialogue characteristics with high concentration, compared the differences in dialogue with different concentration degrees, further proposed the question strategies for improving concentration to provide references for better teaching.
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Acknowledgements
This work was supported by the National Natural Science Foundation of China under Grant (62077015), the National Key R&D Program of China under Grant(2022YFC3303600), the Key Research and Development Program of Zhejiang Province under Grant (2022C03106, 2021C03141), the Natural Science Foundation of Zhejiang Province under Grant (LY23F020010), and the Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Zhejiang, China.
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Zhou, J., Ling, J., Zhu, J., Huang, C., Shi, J., Liu, X. (2024). Research of Dialogue Analysis and Questioning Strategies for Classroom Concentration Enhancement. In: Gan, J., Pan, Y., Zhou, J., Liu, D., Song, X., Lu, Z. (eds) Computer Science and Educational Informatization. CSEI 2023. Communications in Computer and Information Science, vol 1900. Springer, Singapore. https://doi.org/10.1007/978-981-99-9492-2_22
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DOI: https://doi.org/10.1007/978-981-99-9492-2_22
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