随着课程改革的深入，合作问题解决教学作为一种培养学生创新和实践能力的关键手段，越来越受到教育界的广泛关注。在合作问题解决课堂中，许多教学活动都需要教师与学生之间的积极互动来完成，这种师生之间的交流互动一直是教育领域的焦点话题。积极有效的师生互动不仅有利于促进学生思维能力的成长，同时对和谐友好的师生关系的建立有所帮助，更有助于合作问题解决教学活动的开展。为了客观总结出初中数学合作问题解决教学中师生互动的特征及互动模式，本研究确定研究问题为（1）数学合作问题解决课堂的师生互动分析框架是什么？（2）在初中数学合作问题解决课堂环境中，教师和学生之间的互动有什么特征？
本研究首先运用文献分析法，对目前师生互动的研究现状和已有的研究工具进行全面的梳理，在弗兰德斯互动分析系统的基础上，综合数学学科特性和合作问题解决中的社会互动属性，并结合已有的合作问题解决课堂录像视频，从理论和实际的角度构建了适用于数学合作问题解决课堂的师生互动分析框架。利用构建的师生互动分析框架对第十二届和第十三届初中青年数学教师课例展示与研讨活动中的六节优质合作问题解决课例进行课堂观察，对研究个案的师生互动行为进行编码统计分析。首先从课堂教学模式的角度将合作问题解决课堂分为应用型合作课堂和探究型合作课堂，然后分别从师生行为话语权、师生行为稳定性、师生互动动态、教师行为聚焦内容等方面得出不同类型合作课堂师生互动的相同点和不同点；而后根据6节课中的重要行为序列，提炼出合作问题解决课堂中的师生互动模式。
整体而言，基于以上分析，得出初中数学合作问题解决课堂中的师生互动特征：（1）师生言行结构良好，学生主体地位得到体现；（2）师生行为稳定性较好，课堂管理方面表现良好；（3）教师侧重认知维度指导，忽略社会层面互动；（4）教师及时给予反馈，接受欣赏学生回答；（5）研究个案师生互动模式多样，多种行为序列组合。并基于课堂师生互动行为序列的分析，得出初中数学合作问题解决课堂中常见的三种师生互动模式：（1）教师问，学生答（2）学生说，教师演示（3）教师发布问题，学生讨论，学生展示，教师点评。

With the deepening of curriculum reform, cooperative problem-solving teaching, as a key means of cultivating students' innovation and practical abilities, is increasingly receiving widespread attention in the education sector. In cooperative problem-solving classrooms, many teaching activities require active interaction between teachers and students, and this interaction between teachers and students has always been a focal topic in the field of education. Positive and effective teacher-student interaction not only promotes the growth of students' thinking abilities but also contributes to the establishment of harmonious and friendly teacher-student relationships, and further facilitates the conduct of cooperative problem-solving teaching activities. In order to objectively summarize the characteristics and interaction modes of teacher-student interaction in cooperative problem-solving teaching in junior high school mathematics, this study identified the research questions as follows: (1) What is the analysis framework of teacher-student interaction in cooperative problem-solving mathematics classrooms? (2) What are the characteristics of interaction between teachers and students in the environment of cooperative problem-solving mathematics classrooms in junior high school?
This study first applies literature analysis to comprehensively review the current research status and existing research tools for teacher-student interaction. Building on the framework of Flanders Interaction Analysis System, it integrates the characteristics of mathematical subjects and the social interaction attributes in cooperative problem-solving. Drawing from existing classroom videos on cooperative problem-solving, it constructs a theoretical and practical framework for analyzing teacher-student interaction suitable for mathematics classrooms. Utilizing this framework, six exemplary cooperative problem-solving lessons from the 12th and 13th Junior High School Mathematics Teachers' Lesson Demonstration and Discussion Activities are observed and coded for statistical analysis of teacher-student interaction behaviors. Initially, the cooperative problem-solving lessons are classified into applied cooperative classrooms and exploratory cooperative classrooms based on teaching models. Then, similarities and differences in teacher-student interaction are derived from perspectives such as teacher-student discourse authority, stability of teacher-student behaviors, dynamics of teacher-student interaction, and teacher behavior focus content across different types of cooperative classrooms. Subsequently, important behavior sequences from the six lessons are extracted to refine the teacher-student interaction patterns in cooperative problem-solving classrooms.
On the whole, based on the above analysis, the characteristics of teacher-student interaction in solving cooperative math problems in junior high school classrooms are as follows: (1) The verbal and nonverbal interactions between teachers and students are well-structured, with students' active participation being highlighted; (2) There is good stability in teacher-student behavior, indicating effective classroom management; (3) Teachers tend to focus on cognitive guidance while neglecting social interaction; (4) Teachers provide timely feedback and appreciate student responses; (5) Various teacher-student interaction patterns are observed in individual cases, with multiple sequences of behaviors being observed. Furthermore, based on the analysis of teacher-student interaction sequences in the classroom, three common interaction patterns in solving cooperative math problems in junior high school classrooms are identified: (1) Teacher asks, student answers; (2) Student speaks, teacher demonstrates; (3) Teacher poses a question, students discuss, students present, teacher evaluates.