A Case Study Of Classroom Teaching Characteristics Of Middle-level Biological Skilled Teachers And Quasi-teachers Based On CliFIAS

With the development of reform on the biology course, it is a heated debate that the professional qualities of teachers in biology should be improved. The growth and development of pre-service teacher has got broad attention of numerous experts, scholars, and even of schools. The research combined the C1Ifias with video analysis and teacher interviews in order to tentatively try a research mode on classroom teaching which focuses on quantification and details. This research could compare the teaching characteristics between proficient teachers and pre-service teachers in biology and find out the differences between them. Then we can offer suggestions on the professional growth of young biological teachers.The first part of the article illustrates the reasons and meanings of the topic; the second part outlines the theoretical basis of research; the third part uses CliFIAS to study the classroom; the fourth part of the study raises the result and reflects the limitations of the study.The results suggest that in the classroom discourse of both pre-service teachers and proficient teachers, teachers are mainly oriented, there is little invalid discourse,and time utilization is high. Teachers are accustomed to direct control of the classroom. Teachers lack innovative questions. Compared to proficient teachers: in the pre-service teachers' classroom, students speak more, but the participation is less positive and the way to ask is relatively mechanical; teachers' feedback on student is single and alway's repeat the responses of students to encourage them; Class activities are less active and interactive patterns.Compared to pre-service teachers: in the proficient teachers' classroom, the words between teachers and students are stable; teachers ask many types of questions and leave enough time for student to think; teachers have more targeted feedback on students; class activities are rich and interactive patterns vary.This study aimed to point out possible problems in class of pro-service teachers just like the author by comparison between proficient teachers and pro-service teachers.