Research On Teacher Trainees’ Classroom Instruction Language

Master of Education aims to cultivate teachers with practical ability.Students studying full time to get the Master of Education mainly go to middle school to be teachers.They are main power of teachers in future.With the professional development of teachers,the professional development of teacher trainees cannot be overlooked.The thesis takes measures such as classroom observation,questionnaires and interviews to study classroom instruction language of the Chinese teacher trainees who study full time to get the Master of Education.Chapter one makes an overview about Chinese teachers’ classroom instruction language.Based on the instrument and humanity of Chinese,the thesis mainly talks about connotation,types,functions,features and basic requirements of Chinese teacher trainees’ classroom instruction language.This chapter mainly make a summary based on the former research achievements.Chapter two focuses on reflections of Chinese teacher trainees’ classroom instruction language.The main problems are as following: the inadequacy of demonstrations and the ineffectiveness of comments;the inadequacy of classroom conversation and classroom questions;the weakness of the teaching language because of the over application of the modern education technology.This chapter analyzes these problems and make a summary of the main reasons for which these problems produce.These reasons are as following: the teacher trainees’ contempt for the presupposition of classroom language in the teaching strategy and the attack of online language to teacher trainees’ classroom instruction language.Then,the chapter points out the significances of improving Chinese teacher trainees’ classroom instruction language.The significances are as following: the efficient improvement of teaching efficiency and quality;the offer of vivid demonstrations to students learning language;more harmonious relationships between teachers and students;the promotion of students’ ability in many aspects.Chapter three focuses on strategies that optimize Chinese teacher trainees’ classroom instruction language.The chapter mainly analyzes from three aspects: the teacher trainees themselves,instructors of teacher trainees and the university.In terms of teacher trainees,they should improve the awareness of optimizing teaching language and their own quality.They should collect language materials and store a wide range of knowledge.They should prepare the courses elaborately and deal with the relationship between presupposition and production properly.They should choose the teaching language specifically according to the analyses of the teaching target.They should learn from teachers with much experience and strengthen training during the internship.On the part of instructors of teacher trainees,they should take responsibility for the teacher trainees.They should communicate more with the teacher trainees and show their opinions and suggestions.In one word,they should instruct the teacher trainees patiently.On the part of the university,they should add the courses that combine the teaching theory and practice.They should often organize teacher trainees to take part in lectures made by made school teachers.The thesis aims at providing some theories and practice guidance for Chinese teacher trainees’ development of classroom instruction language.The thesis also lays the theoretical foundation for people who are going to be teacher before long and instructs forthcoming teaching practices.The cultivation of the teaching language ability cannot be done at one time.The teacher trainees should highly recognize the importance of the teaching language from the perspective of theory.They should know advanced teaching theory and also improve the teaching language persistently in the teaching practice.