The Comparative Study On The Teaching Response Of Novice Teacher And Expert Teacher In Primary School

Teaching responses refer to the responses or reaction to students by teachers in class after the students’activities, spontaneous or enlightened.Teaching response is an important part of classroom teaching, and it is also an important way to prompt the students’ physical and mental development. To promote novice teachers’ professional quality in the terms of Teaching response, this paper mainly use the method of comparative study to study teaching response by qualitative research and quantitative analysis. This paper consists of four parts, which are listed as follows.The first part is introduction. This part mainly discusses the significance, introduces the literature review and defines some important concepts such as expert teacher, novice teacher and teaching response. The researchprogramme is also presented in this part.There were totally 18 Chinese teachers from grade one to four, selected from provincial level demonstration primary schools, city-level demonstration primary schools and ordinary primary schools in Wuhan, involved this study. Among the 18 teachers, expert teachers and novice teachers are matched one by one pair, and they are required to teach the same content. This paper classifies teaching response behaviors from different dimensions, not only accounting the quantity variance between the two kinds of teaching response behaviors but also describing the quality of them.The first chapteranalyzes the difference between the two kinds of teaching response behaviors from the angle of quantitative analysis study. The study found that:(1) the difference between two of them from every aspect didn’t appear obviously. (2) Novice teachers respond to students mainly by language, while expert teachers respond to students generally with the help of body movements and facial expressions. (3) Novice teachers mainly use neutral responses, while expert teachers mainly use positive responses. And both of them use fewer negative responses. (4) Novice teachers mainly use the method of giving simplerepetition and hints, while expert teachers mainly respond to students by encouraging their specific acts, ordering and carding and promoting.The second chapter analyzes the difference between the two kinds of teaching response behaviors from the angle of qualitative research. The study found that:(1) Expert teachers do better than novice teachers on body movements and facial expressions. However, as a generally view, body movement is the inadequacy for both of them two. (2) On a daily basis, expert teachers show more positive emotional responses and they can control their emotions better than novice teachers; under exceptional circumstances or in case of an emergency, novice teachers’ability to control emotions declines significantly. (3) when novice teacher interact with the students,they use less means than expert teacher such as carding and promoting,specific praise,guiding and inspiring.novice teacher’s skill of using means is also lower than expert teache.Comparing with novice teacher,expert teacher use the means more such as responding to students without disturbing others,turn to the other students and then return to the student.Two kinds of teachers seldom use the negative criticism, they are more objective to correct the students’ mistakes (4) Expert teachers are more sensitive to the classroom reaction.The third chapter, the paper combines the research results and the teachers’ interview to analyze the reasons of difference between the two kinds of teaching behaviors, and puts forward some strategies for teachers’ improvement from the aspects of changing educational concept, strengthening self-reflection and training purposefully.