Research For The Answer Behavior Of The Chinese Novice Teacher In Senior High School

In the past for a long time,for the classroom question and answer session teachers will focus on teaching the main part of the question,is concerned about the structural problems of the structure,ignoring the reasonableness of the rationality and effectiveness of the process,especially relative to the experience of teachers Ability and experience are a little lack of novice teachers,the face of the rapidly changing teaching situation is often helpless.With the deepening of the reform,the classroom has gradually been concerned about the rationale for answers,confusion and demands on the classroom were answered on the table,a class on the promotion of student development and reform also will be fast.Classroom A is the process of two-way communication between teachers and students,and ultimately points to the students' learning and development.In this study,the Chinese novice teachers in senior high school as the research object,the main theme of the classroom to answer a question,on the one hand from the theoretical exploration of its theoretical implication,on the other from the practice of seeking real demands.This study is from the following aspects:First,the high school Chinese novice teacher classroom answer to the behavior of the relevant summary.First of all,the concept of classroom answering behavior and high school Chinese novice teachers to define the concept of focus on classroom analysis and classroom assessment,teaching feedback and the connection between the difference.Secondly,from the diversification of the mode of answer,the content of the answer is true and accurate,the guide and guidance of the answer,and the form and characteristics of the answer are elaborated.Finally,based on the above two aspects,this paper points out the theoretical foundation of the classroom teacher 's answer in classroom.It includes the theory of reinforcement motivation,learning-feedback,teacher-student interaction and teacher professional development.Second,the survey of the status of the middle school students in the classroom.In this part,in order to understand the actual situation of classroom teaching and learning in senior high school,this research has carried on the reasonable questionnaire,the interview design,and through the personal investigation and the data arrangement analysis,from the classroom understanding cognition situation,The situation and the feelings and aspirations of the classrooms,the findings of the data results show that high school Chinese novice teachers in the classroom answer in the existence of a low level of cognitive problems,the rationale for a lack of preset,Dealing with issues such as flexibility is not enough.Thirdly,the optimized path of the classroom novice teacher in senior middle school.First of all,it expounds the practical elements that should be paid attention to in the process of classroom answering,including listening and identification,answering questions,answering questions timely and accurately,and exploring the results of the answer.Secondly,based on the previous questionnaire survey,this paper explores the influential factors of classroom teaching and learning in high school Chinese novice teachers from three dimensions: teachers,students and classroom.Finally,based on the concept,characteristics,practical factors and influencing factors,this study attempts to develop an optimal path for the classroom teaching of high school Chinese novice teachers.The specific contents include raising awareness of rationality,rationalization,rational use Such as answering questions and answering questions,setting up a guarantee mechanism,and providing some reference for novice teachers and even non-novice teachers.