A Study Of Primary School English Novice Teachers’ Responses To Students’answers

Under the new curriculum concept,teaching’s form has gradually changed from“teacher-teaching” to “teacher-student interaction”.Scientific and effective teacher’s responses to students’ answers are catalyst to promote teacher-student communication and interaction,and the important part of the teaching process.Effective teacher’s responses to students’ answers can not only promote teacher-student dialogue and improve the quality of classroom teaching,but also mobilize students’ enthusiasm and initiative students to participate in the classroom to achieve student-student dialogue.In order to achieve effective teacher’s responses to students’ answers,teachers not only need to have a certain level of language expression skills,but also use educational tact,and adopt corresponding response strategies according to the different situations of students’ responses.This study takes primary English novice teachers as the research object,and uses the literature research method,questionnaire survey method,and classroom observation method.From the aspects of responses to students’ answers’ types,methods,contents,and frequencies,investigating and analyzing the current state of responses to students’ answers about primary school English novice teachers from different regions,educational backgrounds,teaching ages,and teaching grades.Analyzing the existing problems and their causes,and proposing a series of targeted optimization strategies based on the teaching practice of primary English novice teachers.The survey results show that the following problems exist in the responses to students’ answers of primary English novice teachers: Primary school English novice teachers have a single type of responses to students’ answers,and a low percentage of developmental responses to students’ answers.Teacher’s responses to students’ answers methods are mostly linguistic responses,while non-verbal responses are less.Teachers’ repeated answer words in the responses to students’ answers,the contents of responses to students’ answers are not targeted.Teachers pay too much attention to the mastery of knowledge and ignore the regulation function of responses to students’ answers.Teachers have a slightly higher frequency of responses to students’ answers,which are not effective.The main reasons for these problems are that teachers’ weak awareness of responses to students’ answers,teachers lack experience in classroom control,teachers are subject to performance appraisal standards,teachers do not understand the basic concepts of the curriculum and the professional level of teachers’ disciplines is low.In view of the existing problems,this study believes that schools should create good external conditions for novice English teachers,organize teaching and research activities on a regular basis,build a learning community,and help novice English teachers to constantly update their educational concepts and knowledge.Teachers themselves should complete the preparation of responses to students’ answers actively,create questions precisely,and attach importance to the presetting of answering.In the teaching process,teachers should regulate the implementation of responses to students’ answers flexibly,capture all teaching resources that appear at any time in the classroom keenly,use educational tact to control the teaching process.Teachers should take the initiative to study good examples about responses to students’ answers,reflect on and improve the responses to students’ answers continuously.