A Case Comparative Study On Class-teaching Behavior Between Novice Biology Teachers And Expert Biology Teachers In High School

As the education reform goes deeper, curriculum reform is in full swing in our country. It is well known that the core part of the curriculum reform is class-teaching, so as researchers, we can know how the curriculum reform is implementing by studying the change of teachers’class-teaching behavior. Besides, with the increasing demand of the teachers’professional developing level, more attention has been paid to the teachers’ teaching behavior. Recently, it has become a trend to compare and analyze the teaching behavior of teachers from different developing stage. In order to find out the differences and similarities of different teaching behaviors and know what cause the differences, this paper selects the novice biology teacher and expert biology teacher in the high school as subjects, and makes a comparative analysis of their teaching verbal behavior, asking behavior, feedback behavior and waiting behavior. It aims to share the advantages of expert teachers’teaching behavior and professional development direction with the novice teachers, and to accelerate the growth and development of novice teachers to shorten its gap with expert teachers.Based on the analysis and reference about comparative studies of expert teachers’and novice teachers’ class-teaching behavior at home and abroad, this paper mainly adopts case comparative study and questionnaire to contrast and analyze the teaching behavior of the expert teachers and the novice teachers. Case comparative study is one of the key contents of this research. It launches the research work from the perspective view of the researchers. The subjects selected are those who work in a senior high school in Guilin. Firstly, walking into the real classroom of two biology teachers’. Observations were carried out and video was produced in this process. Secondly, selecting a representative classroom and writing down the classroom transcript. Thirdly, encoding the teaching behavior on the basis of classroom transcript and class-teaching behavior coding table, encode two teacher’s class-teaching behavior such as teaching verbal behavior, asking behavior, feedback behavior and waiting behavior, mainly record their starting and ending time and type. Moreover, counting total time and total number of four types of behavior, and comparatively analyzing the differences between the two teachers. The questionnaire is another focus of the research content, analyzing from the students’point of view, which aims to investigate the students’understanding and acceptance towards the teachers’teaching behavior. Respondents in the questionnaire are the students from classes of the selected teachers’By collecting and counting questionnaire data, it is easy to contrast and analyze difference between the two teachers. After synthetically analyzing the case comparative analysis and survey results, discussing the differences of the two teachers’teaching behavior and analyzing the causes of the differences. It is not hard to draw the following conclusions of this study:Expert teachers’teaching behaviors are obviously better than those of the novice teachers in high school biology classroom. Finally, the paper put forward some suggestions for novice teachers to optimize the class-teaching behavior, and proposed the shortcomings of the research and the expectations for the further study.