A Comparative Study Of Classroom Teaching Language Between Junior And Junior High School Mathematics Teachers And Expert Teachers

With the gradual deepening of the new curriculum reform, classroom teaching emphasis more on knowledge, emotion, exchange of information between teachers and students, and also put forward higher requirements for teachers. Teachers' classroom teaching language is an extremely important factor that affects the classroom teaching. Only do teachers use language flexibly, the purpose of teaching could be achieved. Meanwhile, since the characteristics of mathematics itself, math classroom teachers' language is a key factor in attracting the attention of students, so the study of mathematics classroom teaching language is very necessary. Through the comparative study of the use of teaching language between the novice teacher and expert teacher, this article attempted to summarize the mathematics classroom teaching language that is beneficial to students for learning mathematics.In this paper, the first chapter mainly presents the research background, research questions and significance of the research, through the questionnaire survey of teachers and students, we learned the usage of the current mathematics teachers classroom language, more than 80% of the mathematics teachers think that teaching language is very important for class teaching, but less than 30% of teachers will prepare classroom teaching language before class, Which should be paid special attention. The second chapter summarizes the classification, function and characteristics of mathematics classroom teaching language and the definition of the novice and expert teachers, reviews the theoretical basis of classroom teaching language studies from different aspects. The third chapter details the research method and process, which involves the methods of the selection and use of the research object. This study using methods of questionnaire investigation, literature analysis and video analysis, mainly introduced the advantages of video analysis and research steps, emphasized the importance of video transcribed into text in the research process. In the fourth chapter, the use of the classroom teaching language between novice teacher and expert teacher are analyzed and compared, since class question occupies a large proportion in classroom teaching language, the teachers' classroom questioning and students' responses were particularly analyzed. We analyzed the different class questions between the two teachers by comparing different students' responses. Based on the analysis of Chapter four, in chapter five, we gave some improvement advices from all aspects to facilitate the novice teacher's professional growth.This study shows that:?junior high school mathematics teachers'teaching language in the classroom occupies at least 60% of the time; ?Novice teachers did less free in the classroom than expert teachers, which possibly because novice teacher is not familiar with the textbooks and class. They focuse more on the successful completion of each section of the math class;?The novice teachers gave too much classroom questions, but most of the questions are responsed mechanically, which indicates that the quality of the novice teachers'question is not high enough;?The novice teachers' classroom teaching language tone of gentle, and express not accurate enough, leading to poor effect of classroom teaching, but the expert teachers'language is concise and accurate; ?This two teachers have rarely used feedback language, incentive language and inspired language. While the survey shows that 70% of the students had answered the questions are hoping to get praise or positive from the teacher, rather than a simple result of right or wrong.