A Research On Novice And Expert Teachers' Teaching Behavior In Mathematics Classroom Of Middle School

With the deep reform of China's secondary education, improving teachers' professionalization level has become a top priority of the educational reform, and the growth and development of novice teachers is specially worthy of concern. The author find that some novice teachers often spend so much time in preparing lessons and solving problems in order to improve their teaching level while the results are usually beyond their expectations. In most cases, novice teachers have neglected classroom teaching behavior is an important factor in influencing the quality of classroom teaching. According to the characteristics of math, the author chooses this subject hoping to attract novice teachers attention on the classroom teaching. At the same time, the author also hopes to give novice teachers some help in improving their own teaching behavior as well as promoting their own growth.In this study, both theoretical research and empirical research are adopted and the modern concept of mathematics teaching as well as curriculum evaluation theory is used to explore the differences between expert teachers and novice teachers in the classroom teaching behavior. On the basis of classroom observation and examples, the author analyzes the general process of teaching behavior looking for some strategies and methods to make novice teachers grow into expert teachers. This study makes a deeply comparative study theoretically and practically exploring some approaches to make novice teachers change into expert teachers.On the basis of Professor Cui Yunhuo and Shi Liangfang's classification on the classroom teaching behavior, this study analyzes the differences between expert teachers and novice teachers in the classroom teaching behavior by using different methods such as audio recordings, notes and interviews with some teachers. Some great differences in speech behavior, text showing behavior and question-asking behavior between expert teachers and novice teachers are found.Differences are mainly manifested in:(1) With respect to speech behavior, novice teachers can not organize language accuratly, clearly or concisly while expert teachers can demonstrate a high degree of organization and structure in organizing language. (2) In terms of text showing behavior, novice teachers never consider it as a supplementary for speech behavior or use it to help students clarify the relationship between knowledge thus building the knowledge network, while expert teachers can make good use of text showing behavior to help students understand and memorize knowledge they learned. (3) As to question-asking behavior, novice teachers are so self-centered that they only concern about their teaching tasks and pay no attention to students' behavior when designing questions, however the expert teachers are able to be student-centered to determine the question-asking behavior.