A Comparative Study On Classroom Teacher-Student Dialogue Between Novice And Backbone Mathmatics Teachers In Junior High School

Teacher-student dialogue is essential part of mathematical class which is different from other dialogues in life.Teacher-student dialogue is a kind of teaching behavior under the conscious guidance and design of teachers,in the classroom environment different from other dialogues,both teachers and students communicate equally on a specific issue and generate new knowledge by discussing.The dialogue between teachers and students in mathematics classroom is to guide students to fully express their views on a certain mathematical problem in an equal and harmonious teaching environment,exchange and discuss with each other,and finally to form a new understanding of mathematical problems.Based on the research of teacher-student dialogue which has been studied in the literature,the scale of observation of teacher-student dialogue in junior high school mathematics classroom is developed based on the practical classroom observation.Then with the scale as the observation tool,through video analysis,interviews and other research methods to collect data,this paper analyzes the similarities and differences between the backbone teachers and the novice teachers in the dialogue between teachers and students in junior middle school mathematics classroom from five aspects of dialogue timing,dialogue form,dialogue authority,dialogue content and the quantity of teacher and student discourse,so as to discover the deficiency in the dialogue between teachers and students in mathematics classroom.Finally,from the perspective of the professional development of mathematics teachers,the author puts forward some suggestions and improvement strategies for teachers,schools and competent departments of education to optimize the classroom dialogue behavior of mathematics teachers,and to provide some help for promoting the professional development of mathematics teachers.