The Comparative Research Of Classroom Dis-course Between Practiced And Expert Teacher Based On CliFIAS Method

Classroom discourse, as the most common classroom behavior, has been the focus of many researches. However, most of the researches were confined to English teachers other than the other disciplines,including chemistry. Also, few concentrates on the comparative study of practiced teachers and expert teachers. On the basis of Flanders Interaction Analysis System FIAS,we advance the Chemical class and Information technology based improved Flanders Interaction Analysis System CIiFIAS. With the primary research tool, combining with interviews, classroom observation, we launch this quantitative and qualitative research on three groups of practiced teachers and expert teachers in the following four dimensions: discourse structure from the classroom, the teacher verbal style, question types, and classroom discourse and discourse interaction patterns.According to the research, in the classroom discourse of both practiced teachers and expert teachers, teachers are mainly oriented, there is little invalid discourse, and time utilization is high. Teachers are used to controlling the class directly, and the subjectivity of students is not prominent. Compared to expert teachers, there is more student speech in the class of practiced teachers, but the participation is not enthusiastic. And teachers prefer to put a lot of closed questions to interact with the students, the questioning style is relatively mechanical and boring; feedback from teachers is unitary, only to repeat the students’ answers as encouragement. Also, few students take the initiative to speak, as teachers take it as disruption. Classroom verbal interaction pattern is so single that it mainly contains "teacher questions- students answering- teacher repeating as encouragement, " " teacher questions- student silence-teachers explanation. " Compared to practiced teachers, the verbal interaction between expert teachers and students is stable. And student speech rate peak will appear in the experimental part of chemistry learning. Teachers put more open-ended questions, and would leave students enough time to think. Feedback from teachers to students is more specific; teaching can induce more active and proactive response; classroom verbal interaction pattern is more diverse, mainly for the "teacher questions- students answering- detailed inquiry- student answering- teacher feedback ", " teacher creation of problem situations-Students answering- teacher feedback- students answering- teacher feedback ", " teachers in the teaching- students actively answer- teacher feedback. "From the above findings, we put forward some suggestions for practiced teacher training, practiced teachers and expert teachers. Teachers colleges should concentrate more on practiced teachers’ ability of questioning,of feedback, as well as ability of self-reflection. As for the classroom discourse, the practiced teachers should reduce the frequency of closed questions, and raise that of open-ended questions. Also, enough time should be left to students to think, more attention should be paid on initiative speaking. And specific feedback is necessary. In order to induce more active student answering, the capacity of knowledge teaching should be strengthened. The most important of all, both expert teachers and practiced teachers should be more student-centered, better improving students’ subjectivity.