A Comparative Study Of Classroom Teachers And Teachers In Primary School

The level of teachers’ questions in the teaching process, directly affect the quality and efficiency of teaching. As a language teacher should be able to ask questions in the process of teaching, guide students to solve the problem, stimulate students’ enthusiasm, improve the teaching effect. How to help teachers to realize the transition from a novice teachers to the expert, in order to promote teachers’ professional development is particularly important.This study first by making questionnaire, investigation and expert teachers and novice teachers before class preparation of classroom questioning, the generation of classroom questioning in class and after class to reflect the general situation of classroom questioning, and then through classroom observation in real teaching situation, according to the kinds of questions, the flow of questions, questions of waiting time, teacher questions after feedback four angles, expert language teacher and novice teacher of Chinese classroom questioning are compared, and a case analysis the differences of two types of teachers’ classroom questioning.Survey results indicate that:(1) to the teacher’s in preparation for classroom questioning:problems of primary school Chinese expert teachers have stronger consciousness, good problem set according to the students’ cognitive level and classroom teaching more effective, the novice teachers also have problem consciousness, but hard to guide the teaching behavior, pay more attention to knowledge and skills. (2) the generation of classroom questioning in class teachers. Primary school Chinese expert teachers in question, fully considering the recent developments of students, in order to promote the development of students’ thinking ability, has value of thinking more used to put forward questions, and attaches great importance to feedback to students. Novice teachers tend to neglect to the student feedback, more used to design problems from the perspective of their own. (3) the teacher after class reflection to the classroom questioning. Expert teachers after class reflection as a habit, and novice teachers haven’t realized the importance of reflection after class.Classroom observation results indicate that:(1) in the aspects of classroom questioning type:in the elementary school language classroom teachers question, cognitive level is higher, the problem of expert teachers and novice teachers is just the opposite. (2) in terms of questions after waiting time. Expert teachers than novice teachers’ average waiting time is longer, and on the arrangements for students to think about time, makes every effort to take care of all, the novice teacher’s classroom is often lack of patience. (3) in the aspect of teachers’ classroom questioning feedback. Expert teacher can immediate and effective feedback to students answered questions, even in the face of wrong answers, and guiding the student to carry on the process of feedback, and novice teachers of the students answer lack the necessary patience and appropriate solutions.In a nutshell, the elementary school language expert teachers is more effective than novice teachers’ classroom questioning, in order to shorten the cycle of novice teachers grow into a technocrat, novice teachers still need to keep learning, improve their professional quality, improve the quality and efficiency of classroom questioning.