A Comparative Study Of Primary School Teachers Classroom Language In Math Class Between China And The United States

Language is the foundation of interpersonal communication. Human’s survival and development are inseparable from language. As a teacher, he or she needs language as a method to guide the educational activities and impact the students. Teacher’s language not only bears responsibility in the teaching process, but also plays an important role. Under the broad and lasting international learning between China and foreign countries, this study focuses on the representative example, Chinese and American mathematical classroom education, trying to watch and analysis the video repeatedly and understanding the real classroom situation in-depth. And I also want to explore the similarities and differences for better learning from each other.Based on the theme of this paper, it select 8 video lessons about China and the US primary school teachers of mathematics to text transcription, and in accordance with the determined language teacher classification, including language teachers classroom questioning, classroom teaching language, the language classroom assessment, classroom management language are all encoded and then recorded in accordance with the video text coding system. We can get the following conclusions:1. Section 4 of the Chinese mathematics classroom teacher speaking time is three times than the student speaking time even more. In US math classes, the proportion of language teachers and students essentially flat, relatively more students have the opportunity to speak and express.2. Chinese Mathematics Classroom is about question mainly accounted for more than half, most of the knowledge is presented in a way to ask questions to the students; where questions Language also plays a role inspired by questions to inspire students thinking, and both have some cross-coverage. The type of the American Mathematical Classroom Teaching language distribution is more equal, indicating that teachers tend to use a variety of types of language teaching.3. The most important part of the classroom language-for the use of language in terms of teacher questioning:Chinese teachers are more likely to ask factual knowledge questions than American teachers. The question mainly in the problem of memory and examine students’ understanding of the problem, especially prominent on memory inspection. And with respect to the Chinese teachers, American teachers are more inclined to examine students ’conceptual knowledge to understand and use, focusing on the cultivation of students’ understanding and analytical ability. In the side of Procedural knowledge, the proportion of teachers in the United States is lower than the Chinese teachers, it suggesting that the Chinese teachers pay more attention to students’ ability to operate i. And slight Unfortunately, the two teachers lack in the students’ self-reflection and creative culture, in classroom rarely involved in this aspect of the question. Also to be noted is that Chinese teachers always ask the invalid questions as high as 26.7%, while only about 1% of American teachers.4. Chinese and American teachers are tend to positive evaluation and it in a more direct way. Chinese language teacher’s evaluation is more abundant, and the students will have the evaluation when answer each sentence, and the evaluation of American language teachers rather monotonous, and may no evaluation in most cases. Thus, the Chinese mathematics teacher classroom assessment is more effective, and it make a vivid atmosphere in classroom. It will cultivate students’ self-confidence, and the American classroom atmosphere is relatively more natural.