摘要目的:采用弗兰德斯互动分析法，研究在健康管理课程说课比赛中师生语言互动行为对教学质量的影响。方法:通过对健康管理课程说课比赛中3名参赛教师用弗兰德斯互动分析法模型进行统计收集和分析比赛中师生互动数据，探讨3名教师在课堂互动中的行为、学生的反应以及互动模式的特点。结果:说课比赛中发现FIAS矩阵图中，区域E为积极整合格，3名参赛教师的积极整合格与缺陷格频次比远远大于1，3名老师的教学方式都能够缓解课堂紧张气氛，增强师生之间的互动，提高学生的学习效果。C教师与S教师的言语行为分别为91.87%和81.48%，均大于常模；Y教师为52.63%，小于常模，整合教学方式更优于CBL和PBL教学，能更好地帮助学生掌握健康知识和技能，培养健康的生活方式，促进身心健康，并提高健康素养。结论:通过使用弗兰德斯互动分析法，教师可以观察和分析与学生之间的互动，评估教学效果，并针对性地提供反馈和改进建议，以提高教学质量和学生学习效果。同时，教师和学生也可以通过观察和分析互动方式，了解自己的优势和不足，并进行相应的授课方式及内容改进，以鼓励学生积极参与课堂互动，提高学习效果和学生满意度。

abstractsObjective:To investigate the impact of teacher-student language interaction behavior in the teaching quality of health management courses in lecture competitions by using the Flanders interaction analysis method.Methods:The Flanders interaction analysis model was used to collect and analyze the data on teacher-student interaction behavior of three teachers during the lecture competitions of health management courses, and the three teachers were analyzed in terms of behavior in classroom interaction, student reactions, and features of interaction mode.Results:During the lecture competition, it was found that region E in the FIAS matrix was positive and qualified, and the frequency ratio of positive and qualified to defective grids was much greater than 1 for the three teachers. The teaching methods of all three teachers could alleviate the tense atmosphere in the classroom, enhance interaction between teachers and students, and improve the learning effectiveness of students. The speech behaviors of Teacher C and Teacher S were 91.87% and 81.48%, respectively, which were higher than the norm, while the speech behaviors of Teacher Y was 52.63%, which was lower than the norm. The integrated teaching method was better than the teaching methods of case-based learning and problem-based learning and could better help students master health knowledge and skills, cultivate a healthy lifestyle, promote physical and mental health, and improve health literacy.Conclusions:By using the Flanders interaction analysis method, teachers can observe and analyze interactions with students, evaluate teaching effectiveness, and provide targeted feedback and improvement suggestions to improve teaching quality and the learning outcomes of students. At the same time, teachers and students can also understand their strengths and weaknesses through observation and analysis of interaction methods and make corresponding improvements to teaching methods and contents, so as to encourage students to actively participate in classroom interaction and improve learning effectiveness and student satisfaction.