高中数学新课程理念指出数学教学是通过互动的教学，数学核心素养也在有效互动中提升，进一步强调了师生互动的重要性，如何构建和谐的课堂师生互动来提升教学质量也成为教师要关注的问题。而优质课作为高质量的课堂教学，有很好的示范性效果。

本研究选取“一师一优课”平台的20节2019年教育部级高中函数优质课录像为研究对象，以CLASS评估系统为研究工具，运用文献法、录像分析法、课堂观察法对高中函数优质课师生互动进行观察、评估和统计，在此基础上结合具体案例进行分析，总结高中数学函数优质课师生互动特点。通过研究得到如下主要结论：

（1）20节高中函数优质课师生互动在课堂组织方面表现尤为突出。

20节高中函数优质课师生互动在CLASS三大领域的得分均值都在6分以上，达到了高等水平，其中课堂组织领域得分最高，情感支持领域和教育支持领域的得分比较接近，整体上高中函数优质课师生互动在课堂组织方面表现更为突出。

具体到十一个维度中，高中函数优质课师生互动在三大领域中分别是教师敏感性、消极氛围（反向计分）、内容的理解三个维度比较突出。

（2）20节高中函数优质课师生互动行为具体呈现如下共同特点：

情感支持领域，课堂氛围积极良好，教师具有高度敏感性，支持学生参与课堂讲授。

课堂组织领域，教师课堂行为管理优良，活动安排充分效率高，师生之间的消极情感极少。

教育支持领域，目标明确，有效促进学生参与；突出对知识的理解和建构；教师引导学生分析探究；注重支架，对学生回答多追问；教师鼓励对话，注意复述学生回答。

（3） 20节高中函数优质课中，不同性别教师的课堂师生互动水平之间没有显著差异；

（4）概念课、命题课、建模课和习题课四种课型的师生互动水平在教育支持领域具有显著性差异，其中概念课和命题课更注重形成反馈回路，搭建支架；建模课更注重联系现实提供更多情境应用的机会；习题课上采用的教学形式和材料比较单一；建模课上会提出较多的开放性问题。

基于上述结论，我们建议高中函数课堂教学要：密切关注学生，提升敏感性；消除消极情绪，营造积极氛围；广泛联系，深入理解学习；增加反馈追问，丰富对话类型；依据课堂实际，灵活互动。

The new curriculum concept of high school mathematics points out that mathematics teaching is through interactive teaching, and the core literacy of mathematics is also improved in the effective interaction, which further emphasizes the importance of teacher-student interaction, so how to build a harmonious teacher-student interaction and then improve the quality of teaching has become a problem that teachers should pay attention to. And as a high-quality classroom teaching, high-quality class has a good demonstration effect.

The author selected 20 high school function high quality curriculum videos from the "one teacher one excellent class" platform as the research object, took the Classroom Assessment Scoring System as the research tool, used the literature method, the video analysis method, the classroom observation method, observed the high school function high quality class teachers and students interaction, the evaluation and the statistics, in this foundation unifies the concrete case to carry on the analysis. Summarize the characteristics of teacher-student interaction in high school mathematics function quality class. Through the above research, we get the following conclusions:

(1) The teacher-student interaction in the 20 high school function high-quality classes is particularly prominent in the Classroom Organization domain.

The author selected 20 high school function quality courses in the teacher-student interaction, in the class of the three domains of the average score of more than 6 points to reach the high school level, of which the Classroom Organization domain scored the highest score, and the Emotional Support domain and the Education Support domain scored relatively close. On the whole, the teacher-student interaction in high school function quality curriculum is more prominent in the classroom organization.

And then specific to the 11 dimensions, we found that the teacher-student interaction in high school function quality curriculum, Teacher Sensitivity, Negative Climate (reverse scoring), Content Understanding, these three dimensions are more prominent.

(2) In these 20 high school function quality courses, the characteristics of teacher-student interaction are as follows.

In the Emotional Support domain, the classroom atmosphere is positive and good, teachers have high sensitivity, and support students to participate in classroom teaching.

In the Classroom Organization domain, teachers' classroom behavior management is excellent, activities are arranged fully and efficiently, and negative emotions between teachers and students are reduced.

In the Education Support domain, the goal is clear, the participation of students is effectively promoted, the understanding and construction of knowledge is highlighted, the teacher guides students to analyze and explore, the main scaffolding is provided, more questioning is given to students, the teachers encourage dialogue and pay attention to repeating students' answers.

(3) In these 20 high school function quality courses, the gender of teachers has no obvious difference in the level of classroom teacher-student interaction.

(4) Concept class, proposition class, modeling class and exercise class have significant differences in the level of teacher-student interaction in the Education Support domain, among which concept class and proposition class pay more attention to the formation of feedback loop, thus building a scaffold, modeling class pays more attention to the opportunity of integrating theory with practical application, and exercise class adopts a single teaching form and material. More open-ended questions will be asked in the modeling class.

Based on the above conclusions, high school function class needs to pay attention to the following points：

Pay close attention to students and improve their sensitivity; Eliminate negative emotions and create a positive atmosphere; Extensive contact, in-depth understanding of learning; Increase feedback and inquiry, enrich the type of dialogue; Flexible interaction according to classroom reality.