The Middle School Mathematics Teaching Language Comparative Study Of Novice Teachers And Expert Teachers

With the deepening of the curriculum reform,classroom effectiveness has become the focus of people's attention,the teacher's language is a key factor affecting the quality of classroom teaching.Through the understanding of the related research and analyzing,the writer found that novice teachers and expert teachers exist certain differences in teaching language.On this basis,the paper studies the teaching language of high school mathematics novice teachers and expert teachers,and analyzes the accuracy of the novice teachers and expert teachers,from auditory teaching language and visual teaching language,through establishing the research framework,and using classroom observation method,video analysis method,literal record method,qualitative research and quantitative research method and so on.It obtains the differences between the he novice teachers and expert teachers,and analyzes the causes of differences,and put forward suggestions for improving the expression level of teachers' teaching language.The purpose is to provide valuable suggestions for the teacher's professional development from the comparative analysis.The main contents and conclusions are as follow:(1)Novice teachers use auditory teaching language is more frequently than expert teachers.The expert teachers' auditory teaching language mainly focus on the interpretation of new knowledge teaching,while the novice teachers' teaching language mainly appeared in the trouble shooting teaching.Novice teachers is given priority to question teaching language,the students' response is mainly mechanical response.The expert teacher is given priority to with heuristic teaching language,students' response is mainly understanding response.(2)The expert teachers and novice teachers use the visual language mostly focus on graphics language in geometry class.They give priority to sign language in visual language teaching in algebra class.The usage of visual language of expert teachers is general y more than novice teachers.The frequency of expert teachers use sign language and graphic language frequency is higher than novice teachers,they use the visual language more than novice teachers in the interpretation of new knowledge teaching.Novice teachers use the visual language is more frequent in the trouble shooting teaching.(3)There are many differences in the accuracy of teaching language among novice teachers and expert teachers.Novice teachers' teaching language shows many problems which it mainly manifested on the accuracy of the teachers' teaching language(teaching language ambiguity,non-standard math concepts terms)and teachers on students' mathematical language expression error detection and correction.Differences of teaching language among novice teachers and expert teachers may be caused by their difference in teaching experience,teaching reflection,teachers' knowledge structure and teachers' self-confident,etc.According to the above situation,the paper offers some proposals to improve teachers' mathematics teaching language level.The auditory teaching language should be simplified and the time will be given to students.(1)Teachers should streamline the mathematics auditory teaching language and leave the time to students.(2)In order to improve the effectiveness of students' response,teachers should design question careful y.(3)It is necessary that strengthen visual language training,and pay attention to the semantic transformation.(4)Teachers should study professional knowledge deeply,and improve professional qualities.(5)They also can pay attention to expression of students' mathematics language,teaching others means teaches themselves on the same time.(6)Teachers should rethink profoundly on teaching experience.