A Comparative Research On The Classroom Interaction Of Chinese Teachers In Vocational Schools

Since the end of last century, Chinese scholars in the educational field have carried out more and more researches on the interactive relationship. It is showed that,the importance of constructing new teaching mode has been realized in the new educational thoughts. Therefore, the relationship between new classroom and teaching mode in vocational education was focused in the paper. It was thought that running the interactive teaching mode through the secondary vocational education was more conducive for the learning of students. Also, it was of great advantage for developing more outstanding talents in the country.In the paper, Flanders interaction analysis system (FIAS) was taken as the basis."Interactive analysis encoding system based on information technology" (ITIAS)modified by Professor Gu Xiaoqing was regarded as a reference. The secondary vocational Chinese discipline under the information environment with tested effectiveness was encoded and improved. Then 4 Chinese expert teachers and 4 Chinese practical teachers in Wuhan Finance and Trade vocational School were selected as the research sample. According to the teaching situation of normality of sampling teachers, the video recorded lessons and classroom observation record were conducted. At the same time, the teachers and students were interviewed after class.Finally, through synthesizing data, the difference between two kinds of teachers was compared and analyzed.In the result, it was showed: there were significant differences between the two types of teachers in classroom teaching structure, classroom style, classroom questioning and classroom interaction.In the structure of classroom teaching, the biggest difference in "student language" was the difference in the ways of "student response" selected by the two types of teachers" ; The time in "class silence" of practical teachers was all more than that of expert teachers overall.In the application of technology, the expert teachers had good teaching resource packages but the coursewares of the intern teachers were downloaded on the Internet with the relatively low quality. In the classroom teaching style, the time in the teaching spent by practical teachers was too long with single words. However, the teaching of expert teachers was relatively diverse, they could choose some means to improve the participation of students, such as "role playing" and "various reading"; In the praise and encouragement, there were more skills in the language of the expert teachers than that of practical teachers.In the characteristics of teacher questioning, from the differences of "problem types" "answer ways","the understanding ways of teachers" and "pause",it could be seen that, the expert teachers were more mature than the practical teachers in the way of thinking and action.In the classroom interaction mode, the practical teachers took the interactive model represented by the center of "teacher-knowledge"; While the expert teachers took the interactive model represented by the center of "student-knowledge". In this regard, surrounding the secondary vocational Chinese teaching, practical teachers and post-service education,some reference opinions were put forward for practical teachers, to help them grow rapidly in the way of professional development of teachers.