A Comparative Study On Teacher-students Interactions Between Novice Teachers’ Geography Classrooms And Expert Teachers’ Geography Classrooms In High School

Novice teachers are inexperienced in teaching skills and classroom management,which will affect teaching efficiency. To improve the teaching efficiency and the quality of the geography teaching faculty, novice teachers are greatly needed to develop into expert teachers as soon as possible. Classroom interaction between teachers and students as the breakthrough point, this paper analyzed the differences between teacher-student interactions between novice teachers’ geography classrooms and expert teachers’ geography classrooms in high school and found the lack of interaction between teacher and students in novice teachers’ classrooms. Furthermore,we refined the merits of expert teacher’s classroom interaction between teachers and students, so as to provide references for the novice geography teachers’ classrooms,help them develop their teaching skills, and thus to promote the transformation from novice teachers to expert teachers.In this study, the relevant research literature were consolidated and summarized at home and abroad to understand the relevant theoretical and empirical research on expert teachers and novice teachers and teacher-student interaction; the solid theoretical support, this study questionnaire and take classroom observation and other research methods to analyze differences in interactions novice teacher and expert teacher classroom teachers and high species geography.To sum up, this research shows that:Firstly, about the preparations before class, we found that high school geography teachers are well-prepared and they can fully consider the learning states of students and make appropriate adjustments according to the real situations in class. However,the designs of the interaction activities by the novice teachers are not flexible, which are prone to ignore the students’ learning states.Secondly, from the perspective of generation and implementation of classroom interactions between teachers and students, we found that high school geography expert teachers can ensure the principal part of students in the organization of classroom interactions between teachers and students. They can also fully consider the learning status of students and give timely feedback to students, which can guide students to timely correct themselves. They emphasize positive emotional communication with students in class. They can keep harmony with the students, andestablish mutual respect between teachers and students. On the other hand, high school geography novice teachers are prone to be stuck by teaching plans, neglecting the students’ learning status, and thus not timely to guide students to correct themselves. Moreover, the novice teachers would sometimes produce negative emotions like harsh criticism or even punishment to students in class, which are not good for efficient teaching.Lastly, as for the after-class reflection on the implement status of classroom interaction between teachers and students, high school geography expert teachers make continuous teaching reflections after class, and they can timely find and analyze problems in the classroom interaction between teachers and students, so as to improve the efficiency of interaction. In contrast, the high school geography novice teachers show a bad sense of making reflections on the classroom interaction after class..In a word, this paper makes endeavors to put forward some effective strategies to improve the efficiency of classroom interaction between teachers and students for high school geography novice teachers, by making comparisons on teacher-students interactions between novice teachers’ geography classrooms and expert teachers’ geography Classrooms in high school...