Novice Teachers And Expert Teachers In Junior Middle School Mathematics Classroom Discourse Analysis

The immediacy of process research can be used to assess teachers' teaching the first time.Classroom discourse is the carrier of interaction between teachers and students.It's also the important method for teachers to pass message to the students.So classroom discourse of middle school in math class becomes a key point in the quality of teachers and teaching art performance.Teachers use the appropriate words,can stimulate students to learn passionately.Teachers in different stages of teacher professional development have their own characteristics in classroom discourse and there are differences between them.To study classroom discourse of teachers in different stages can provide teachers some references of the knowledge of classroom discourse effectively and also has far-reaching educational influence.This paper selects two expert teachers and two novice teachers who are typical in their professional development stages and contrasts their classroom discourse.By comparing the difference between the two types of teachers,classroom discourse,the researcher gives the cause analysis.Through analyzing four pieces of video of sample lessons,researcher converts them text records,arranges the data required with some coding methods.This paper draws the conclusion below by using the software of word and excel to analyze the statistics and the Instructional Quality Assessment :1.The quantitative study of classroom discourse of the novice teachers is much more than that of expert teachers.There exists large difference in the ratio of the amount of classroom discourse between teachers and students.2.It is equally important for the novice teachers and expert teachers,but Task Potential(TP)in expert teachers is much more than in novice teacher's classroom.3.To analyze academic rigor(ARD)in the class discussion.After quantitative studies have shown the big difference exists in question in the class of two types of teachers and the time after question giving to the students to think quantitative study.4.Teachers of the two types attach great importance the Student Linking and “Student Providing ” between teacher and individual student and interactionbetween teacher and all class.Expert teachers pay more attention to teaching within zone of proximal development than the novice teachers.