A Comparative Study On The Classroom Teaching Behavior Between Expert And Novice Teachers Of Information Technology Course In Junior Middle School

With the improvement of school information construction, information literacy has become an important part of the basic quality of a qualified junior school student. Information technology curriculum is an important form of information technology education, and it is also one of the most effective ways to improve students’ information literacy, however the quality of the teaching effect of information technology is largely related to the classroom behavior of teachers and students. It is well known that the information technology teacher team in middle schools construction is in a short time and ease to be marginalized. Their professional development is also a major problem faced by the information technology teachers. Based on the above two reasons,this research chooses the middle school information technology expert teachers and novice teachers’ classroom teaching behavior as the research object.This study use interactive analysis system based on information technology to analysis three groups of information technology expert teachers and novice teachers in classroom teaching behavior, reveal the difference between expert teachers and novice teachers, identify the lack of novice teachers classroom teaching behavior, and put forward some specific recommendations for improving the teaching behavior of novice teachers. Specifically, this study is divided into five chapters:The first chapter is the basis of this study, which mainly consists of the question of research,the research significance, the domestic and foreign research present situation, the research main content and the definition of core concept and so on.In second chapter, firstly introducing the general idea of this study. The research methods and tools for a simple introduction in section II. After that we describe the research object of this paper in detail. In section IV, the content and use of information technology-based interactive analysis system are described. Finally, the coding reliability of this paper is examined.The third and fourth chapter are the core of this study. In the third chapter, we selected six teachers in three middle schools in Shihezi as an example, using interactive analysis system based on information technology to analysis the three groups of expert teachers and novice teachers from the time series analysis of teaching process, classroom emotional atmosphere, teacher-student interaction behavior, classroom teaching efficiency and the use of information technology. Besides of, the classroom teaching behavior of three expert teachers and novice teachers were compared together. It is found that novice teachers irrational distribution of classroom time, the teaching process relatively simple, the classroom efficiency is low; the teacher tend to negative impact on students; the students’ participation is relatively low in novice teachers classroom; novice teachers train students’ creative thinking is less than expert teachers. In the forth chapter, In view of the deficiency of novice teachers, it is recommended from a reasonable allocation of time, changing a single teaching process, strengthening discipline management, improving teaching efficiency;changing the teaching style, reducing the negative impact on students; fully mobilizing the enthusiasm of the student, so that students really become the subject of study and so on to improve.The fifth chapter is summary and prospect. To sum up the above analysis and reflect on the shortcomings of this study.