Case Study On The Teaching Behavior Of Expert And Novice English Teachers In Junior Middle School

The implementation of Junior Middle School English Curriculum Standards has put forward higher requirements for teachers’ teaching behavior.At present,the research on teachers’ teaching behavior focuses on two aspects,namely,the effectiveness of classroom teaching behavior and the comparative analysis of teaching behavior between expert teachers and novice teachers.However,there is still a lot of space to explore the research on the teaching behavior of novice teachers and expert teachers.Therefore,this study combines behaviorism theory and constructivism learning theory,from the aspects of language presentation behavior,text presentation behavior,question answering behavior,etc.,to conduct a comparative study on the class of junior middle school expert teachers and novice teachers.With the implementation of the new curriculum reform,the focus of class teaching has gradually changed from teacher-centered to student-centered.In recent years,more and more researchers have paid attention to the comparison of class teaching behavior between novice and expert teachers.The novice and expert teachers in this paper are selected from the same key junior middle school in Anhui Province.They are the research objects of this paper.Through student questionnaire,class observation and teacher interview,we found that the differences between the class teaching of experts and novice teachers mainly exist in the following three aspects.In terms of speech presentation behavior,expert teachers show strong knowledge systematicness and logicality,and can tell the language knowledge accurately and comprehensively from easy to difficult with simple and understandable language.However,the novice teachers do not grasp the logical connection between knowledge accurately,and the language expression of the novice teachers seems to be concise and comprehensive,but it is too generalized to make the content of the expression appear vague.In terms of text presentation behavior,whether it is written on the blackboard or presented by multimedia,expert teachers have made the information clear and made the key information clear to students.However,novice teachers only take into account the relatively independent and specific knowledge information,and the content presented lacks the connection between systematic knowledge.In the question and answer behavior,the expert teachers can consider the development needs of students in all aspects of the question and answer process,while the novice teachers’ question and answer behavior considers the completion of teaching tasks more.This study compares the class teaching behavior of the two teachers through case analysis,hoping that the conclusions of the study can be helpful to the training of novice teachers.