A Comparative Study Of Reasoning And Answering Behavior Between Expert Teachers And Novice Teachers In Junior High School English Reading Teaching

with the development of the new curriculum system reform in China,the importance of the change of teaching mode has become more and more prominent.English classroom teaching is no longer the legendary lecturing or cramming.Contemporary English mainly advocates dialogue teaching.Teachers’ timely evaluation and feedback of students’ answers in the classroom is rational answer.Today’s English classroom is no longer a backwater,only focusing on recitation.Without the change of classroom teaching mode,the development of new classroom will stop.English teachers should pay attention to the rational answers in English class,and avoid making wrong comments or feedback on students’ answers in class,or even being helpless.Only one aspect of Teachers’ timely evaluation and feedback of students’ answers is called narrow sense of it.All teachers’ reactions in the classroom,including verbal Teachers’ timely evaluation and feedback of students’ answers and non-verbal Teachers’ timely evaluation and feedback of students’ answers such as facial expressions and body movements,are called broad sense Teachers’ timely evaluation and feedback of students’ answers.In English classroom teaching,we should pay attention to cultivating students’ creative spirit.Through dialogue teaching,Teachers’ feedback on students’ answers takes students as the main body,promotes students’ all-round development,cultivates their thinking and language ability,creates a dynamic classroom,and enables teachers to collide with students in thinking.In the dynamic classroom,let the imparting of knowledge into the thinking of the enlightenment and sublimation,in order to change the classroom teaching according to the book,excessively rely on teaching materials,mechanical operation and so on.Dynamic classroom advocates guiding students to participate actively and enjoy themselves.Different from the traditional classroom,teachers pay attention to teaching,and students are buried in listening.Dynamic classroom advocates teachers and students to talk,master knowledge in interaction,and inspire students.Teachers and students are no longer independent individuals,but learning partners and learning communities.Teachers in the classroom is not blindly authoritative image,for students’ answers,will give timely feedback,let students express,enhance students’ ability of expression and understanding.The answer is no longer the only standard answer.The process of English classroom teaching is actually a process of communication and harmonious development between teachers and students.Without communication and interaction,classroom teaching will not happen.Based on the observation and analysis of two novice teachers N1 and N2 and two expert teachers E1 and E2 in unit 2 school life in Taizhou City,Jiangsu Province,this paper analyzes the differences in the types and ways of reading in order to provide suggestions for the development of novice teachers.This study consists of five sections,the first chapter is the introduction,pointing out the reasons for the topic,based on the following four points: the basic requirements of classroom teaching reform based on the new curriculum standard,the methods to improve students’ classroom learning efficiency and enthusiasm,the needs of junior high school English novice teachers’ professional growth,and the important way to form a democratic dialogue classroom.Research significance is divided into theoretical significance and practical significance.The second chapter is the research summary,the research status and level of raita at home and abroad,as well as the summary and reflection of the author.It lists the core concepts of expert teachers,new teachers and the meaning of classroom answers.The third chapter elaborates the research objectives,contents and problems,research methods,research tools and research implementation.The fourth chapter of this paper is data collection and analysis.Based on the statistical table of teachers’ classroom response level,four teachers’ N1,N2,E1 and E2 reading classes are observed and recorded.The classroom response is coded and analyzed.Starting from the differences of teachers’ discourse and the frequency of classroom response,the high-frequency response types of novice teachers and expert teachers are analyzed through the observation data,Different students have different preferences for lira,and which language style they prefer.The purpose is to help novice teachers develop,novice teachers should pay attention to the answer before class,presuppose the classroom,use rich English language to express reasonably in class,and use the answer skills wisely.After class,we should pay attention to reflection,reflect on teaching materials,students and classroom effects,and constantly improve the level of classroom reasoning,form a unique style of reasoning,and optimize classroom reasoning behavior.