Mathematics Of Novice And Expert Teachers Teaching Comparative Study On Postgraduates

Teaching is the main way of implementing mathematics education,in order to shorten the transition from novice to expert-oriented teachers,better training of novice teachers ' professionalism.This study on junior high school novice and expert teachers of comparative study on the characteristics of teaching.This paper is a district and County of Chongqing middle school 3 novice teachers and 3 comparative study of expert teachers.Through the school principal and mathematics teaching support and cooperation to accomplish this comparative study.Through case analysis,classroom observations,interviews,for novice and expert teacher preparation,teaching process,after class,a comparative study dealing with these three aspects.(1)preparation before class.Through case study and interview the novice and expert teacher preparation two aspects: a comparative study lesson plans and lesson design.I found novice type teachers in class plans Shang put most class distribution in to exam of content above,on not test of content only occupied rarely of class,often reference experience rich of excellent teachers of class plans arrangements;in lesson plans design Shang like wrote teaching Cheung case,prepared wrote lesson plans Shi by spent of time more long,in lesson plans design process in the will first reference other excellent lesson plans,teaching process design in the will put each part will spent of time also comments out,class Hou will design layout large of class Hou exercises to consolidation knowledge.Expert teachers on the lesson plan for a term time arrangements and chapter time grasp accurate problem highlighted;lesson plans designed to not write the Cheung case,teaching,writing lesson plans used for a short time,most of the time classroom link will be listed,but arrangements classroom links on very tight,with special emphasis on the development of students ' thinking.(2)teaching process.Through classroom observation to novice and expert teachers teaching in four aspects: import,language,questioning skills,classroom four aspects of comparative studies.Situated on the import,novice teachers in the context of imports often with old friend and new knowledge,sometimes in order to create situations.Expert teachers will cleverly scenarios(stories),students ' curiosity and interest in the content of the new class.In language,novice teachers are often more like modern "active and popular" common words,and does not take into account the scientific language.Expert teachers according to specific teaching situations,dialogue between teachers and students in the classroom by discussions,positive classroom discussion can make drab classroom dynamic,alive.Questioning skills,novice teachers prefer to recall questions,want students to recall previously learned knowledge.Expert teachers prefer to understand questions and use questions,comprehension questions and more,classroom students to participate in the formation of knowledge,rather than simply teach these conclusions to the students ' knowledge.In the classroom organization,novice teachers are often used to increase the volume to attract the attention of students.Expert teachers use classroom organization of inaction,teacher's sudden silence as a way to deal with noisy class,students ' attention,and then draws attention to the content.(3)after class.Through interview after class to novice teachers and expert teachers in job placement and counselling and testing student knowledge of two aspects of comparative studies.Amount of novice teachers assign homework,often tihaizhanshu,through self-study courses through exercises to students after class tutoring;through a single exam papers exams test students ' knowledge of the situation.Small amount of expert teachers assign homework,Practical action is sometimes require students to jobs,and require no written work,guidance teachers to explain and "small business"(students exercises)combined to test students ' knowledge is diverse(such as a combination of written and oral exams,written knowledge and practical combined),from various angles to understand the student's learning.From case studies and other factors in this study limits,there are still a number of shortcomings in the present study,such as extracting the samples a small number of teachers,the conclusion has limitations should be made pending further study.