A Contrastive On Classroom Discourse Interation Between Novice And Experienced Teachers

In the past two decades,the study of classroom discourse interaction has yielded numerous research results in the field of Chinese as a foreign language,but some basic researches are still insufficient.For example,the descriptive research is the main focus,among which more attention is paid to the use of different types of classroom discourse patterns.However,analytical studies of various aspects are still inadequate.For example,researches on the multi-dimensional comparative of different language levels,different language environments(domestic and foreign),the differences between novice and experienced teachers how the interaction of classroom discourse affects teacher development,student acquisition,etc.With the aid of FIAS(Flanders Interaction Analysis System)scale,we investigated the classroom discourse interaction of both novice and experienced teachers,obtaining the overall properties of the two categories respectively and the individual variance with the group.This thesis consists of five chapters.The first chapter is the introduction,which clarifies the related concepts and includes the literature review.The second chapter lists my research questions,research targets and research methods.In the third chapter,FIAS matrix analysis and variable analysis were implemented to provide a general impression of classroom discourse interaction of both groups separately.In the fourth chapter,we firstly generated the overall characteristics of novice and experienced teachers in terms of classroom speech structure,classroom Q&A pattern,the bias of classroom instruction style and classroom emotional atmosphere.Thereafter,we discussed the advantage and weakness of each teacher.In the final chapter we made our conclusion and put forward suggestions from four perspectives,namely,teaching belief,discourse interaction form and teachers training.Moreover,the limitation of this study is also pointed out there.According to our finding,the overall traits of the two types of teachers are listed as followed.(1)We found a better classroom speech structure in the experienced teachers comparing to their counterpart.(2)As for question answering pattern,the model of "teacher asks-student answer-teacher makes a detailed inquiry" takes the main part among all the teachers.(3)The contrasting kind of teachers shows no significant bias of classroom instruction style,instead,it is the individual variance that has the significant main effect.(4)For the classroom emotional atmosphere,those experienced teachers performed better at establishing a positive relationship with students as well as creating a harmonious classroom environment.Besides,the four teachers vary in different ways,revealing their own strength and shortcomings.According to the research results,from the aspects of teaching concept,speech content,interactive form and training of teacher.This paper proposes the change of the teaching concept from "student-centered" to "learning-centered",the concern on the validity of speech content,the attention to the two-way interactive form of teachers and students and case-based teacher training mode.This paper considers that novice and experienced teachers shall be based on the contextualized learning and teaching reflection,constantly renew and reconstruct the teaching theories,knowledge and skills and thus achieve greater progress.