Studying Of The Differences Of The Classroom Instruction Language Between Professional Teachers And Novice

The class instruction language is the key factor of assessing the class teaching as well as the most primary and direct carrier of class teaching. We can improve the mathematics novice teachers’ skills of mathematics class teaching language by studying the differences of the class instruction language between expert teachers and novice teachers, which can provide the theoretical basis and practical supports for improving the efficiency of high school mathematics class. We made this study by referring to TIMSS’ video class study method, the documentary method and the questionnaire method and we also made a comparison among the quantity of class teaching language used by an expert teacher and a novice teacher, the use of various teaching languages in each step of a lesson and the application of question asking language. From this comparison, we have drawn a conclusion as follows.1. The class instruction language of the two types of mathematics teachers both took up more than half of the time of the lesson, but there exited some evident differences in the students’ competence because of the different teachers’ instruction languages.2. The expert teacher can arrange a variety of teaching languages effectively, while the application of the novice teacher’s class language is often not consistent with the students’ cognitive competence.3. The novice teacher’s teaching language is not as brief, professional and accurate as the expert teacher’s. The novice teacher’s teaching language is too wordy, not rigorous enough, full of pet phrases and too fast. What’s more, the novice teacher even read their questions for the students frequently.4. The expert teacher used more teaching language than the novice teacher, for he attached more importance to the lead-in step. During the teaching procedures, the expert teacher laid great emphasis on the formation of students’ knowledge and he was good at guiding the students to explore the inner links among the knowledge points. When asking questions, the expert teacher conducted the students to think profoundly to answer some deep cognitive questions by presenting suggestive and supplementary questions; understandable questioning method is often used to conclude question types by the expert teacher. The novice teacher paid more attention to the process of problem solving and the steps of analyzing the samples than presenting knowledge points.We think novice teachers can optimize their class teaching language in these ways below to solve the problems above:1. Do more practice and training on professional mathematics language.2. Follow students’ cognitive principles and assign the time spent in using abundant teaching language in each step of teaching procedures.3. Try to control the speed of language speaking and let the teaching language be more accurate, rich, vivid and interesting.4. Improve the efficiency of asking questions.