A Study On The Feedback Of Novice Teachers Of International Chinese In Elementary Chinese Class

Teacher’s feedback is a kind of evaluative behavior of teacher’s response to students,which plays an important role in the classroom.For international Chinese education,teachers’ feedback is particularly important.Feedback is not only a kind of language input in classroom teaching,but also a driving force to increase students’ language output and promote classroom interaction.Therefore,how to use appropriate and effective feedback has become an important topic.As the reserve force of international Chinese education,novice teachers of international Chinese are more likely to have problems such as improper use,untimely use,and invalid feedback when they enter the classroom.This study takes novice teachers’ classroom feedback as the object,summarizes the types,principles and relevant theories of feedback,and goes deep into novice teachers’ primary Chinese classroom,analyzes the problems of novice teachers’ feedback using classroom observation,recording,video,text analysis and other methods,and accordingly puts forward targeted countermeasures and suggestions.The full text is divided into the following six parts:The introduction describes the research background,significance,and methods of the paper,defines the research object and scope,and combs out the relevant research on teacher feedback in the classroom.The first chapter introduces the theoretical overview of teacher feedback,including the theoretical basis and the concept and classification of feedback used in this article.The second chapter describes the survey and statistics of the primary classroom feedback of novice international Chinese teachers.First of all,a brief introduction and explanation of novice teachers’ classroom observation process;Secondly,it analyzes the forms of expression and use of each type of classroom feedback in detail.The third chapter analyzes the use of classroom feedback by novice Chinese teachers.It is elaborated from the existing problems and influencing factors.The main problems are nonstandard feedback discourse,inappropriate feedback opportunity and ineffective feedback function.The main factors influencing the feedback language are the feedback subject and the feedback object.The fourth chapter puts forward suggestions on classroom feedback of novice international Chinese teachers.This paper puts forward targeted suggestions for novice teachers to use feedback reasonably from four perspectives: feedback discourse,feedback opportunity,feedback function and feedback subject.The conclusion part briefly summarizes the main conclusions,innovations and shortcomings of the paper.