A Comparative Study Of Classroom Verbal Interaction Between Elementary School Mathematics Novice Teachers And Expert Teachers

With the rapid development of science and information technology, social quality of education are increasingly high requirements. Verbal interactions between teachers and students in the classroom is undoubtedly the key factor affecting the quality of education for teachers, teachers at different stages of development of the speech act is characterized by having a different impact on students caused by naturally does not to do the same. Therefore, teachers in the classroom verbal behavior determines the level of effectiveness of this class. This study was based on the Flanders Interaction Analysis System, verbal interactions of elementary school mathematics classroom expert teacher and novice teachers were compared, summed up categories classroom verbal interactions each have features and the gap between the two categories of teachers for novice teachers provide a reference transition expert teachers to promote their professional development, expert teachers also can be based on the study of their own classroom verbal interactions reflection, and constantly develop and improve themselves.This thesis is divided into five parts.The first is the introduction. Illustrate the thesis topic reason, he pointed out that there is a deviation of the current classroom verbal interactions elementary school mathematics teacher and affects the quality of classroom teaching, which leads to the importance of the Comparative Study of Primary Mathematics expert teachers and novice teachers' classroom verbal interactions carried out, in a further demonstration of this thesis purpose and meaning derived on the basis of this thesis topic, introduces and analyzes research status on classroom speech interactions, and further illustrate research methods and research tools used in this study.The first chapter is the explanation of related concepts. This chapter begins with classroom verbal interactions explain relevant concepts, including behavior, speech,interaction, teacher-student interactions speech, novice teachers and specialist teachers.The second chapter is a case study based on the theory of Flanders interaction analysis.Through classroom observation and video analysis of classroom verbal interactionsPrimary Mathematics expert teachers and novice teachers are encoded on the basis of quantitative description and qualitative analysis, summarized expert teachers and novice teachers' classroom verbal interactions in the classroom language structure,classroom style or tendency, classroom atmosphere and feeling a combination of classroom verbal behavior on the difference in four dimensions.The third chapter is the conclusion and discussion. Summarizes the conclusions of this study, the experts pointed out that the novice teachers and classroom teachers have the characteristics of speech acts respectively, and based on this difference in the behavior of elementary school mathematics classroom teaching novice teachers and expert teachers cause analysis.The fourth chapter is a suggestion. Chapter three developments from the novice teachers themselves, schools and teachers' professional constructive suggestions for optimizing the elementary school mathematics classroom teaching interactive speech acts.