The Differences Between Expert And Novice Teachers In Perceiving Classroom Problem Behaviors

As a teacher, probablythe most concern is the students' performance in class as well as the control of the whole teaching scenario.Different researchers have been studing from different perspectives, such as the connotation, classification, characteristics of classroom problem behavior, and the relationship between teachers and students' classroom problem behaviors as well as how to solve the problem of classroom behavior from the perspective of teachers.Students show the classroom problem behavior may have a variety of reasons, and it can't deny that teachers play an indispensable role. Teachers experience, which means different teaching age has given to teachers ability, has a crucial effect in finding and solving students' classroom behavior.Experience is the center of expertise research content and the root cause of the formation. Expertise, namely experts advantage effect, has a prominent manifestation in the field of chess, sports, medicine, art and science, and other fields. Using the experts-novice paradigm, the performance is more obvious. In the field of teaching, teachers of different experience of classroom problem behavior is completely different. This research provides strong support for us.Classroom problem behavior, has taking main attention by educational researchers, but in the field of psychology are not taken seriously enough, limited research has mostly from the perspective of scene perception, main specifications. What's more, studies of classroom problem behaviors are mostly adopted subjective report, questionnaire analysis, later recalled, and all of these can not collected all the data. In addition, the studies of expertise in various fields enormous, but in the field of teaching is weak relatively. Therefore, research on different perceptual experience teachers' classroom problem behavior is particularly important. If the expert teachers can be perceived more classroom problem behavior than novice teachers, how to search the classroom problem behavior? Are there differences in their gaze mode? Based on the above problems, this study adopt the technique of eye movement and combine of behavior indicators, designed two experiments, carried on the thorough discussion.In experiment 1, we select 22 expert teachers and 20 novice teachers, using visual search paradigm, in order to study the differences of different levels of teachers in classroom problem behavior perception. Every stimulus present 3 seconds, and then participants should answer if there is classroom problem behaviors in the image. Results show that different experience teachers report accuracy does not exist significant differences, but expert teachers' fixation duration and saccade duration was significantly lower than novice teachers, looking times at interest area is significantly more than the novice teachers.Experiment 2 explored the different of teachers' eye movement patterns of classroom scene, we recruited 21 expert teachers and 21 novice teachers, used changing blindness paradigm, within 15 seconds present rendering time, and participants once found achange or no change, they should button immediately. It was found that there was no significant difference between expert teachers and novice teachers of the correct rate, but their reaction time was significantly less than novice teachers, the cognitive load evaluation value is less than the novice teachers too, and expert teachers' first time to arrival area of interest are significantly earlier than the novice teachers.Through the above two experimental verification, we can conclusion that:(1) different level of teachers have different perception of classroom behaviors, the expert teachers were significantly better than that of novice teachers.(2) different level of teachers have different eye movement pattern, expert teachers' is more effective.These results provide a strong support and evidence on the study of teaching experience.