Comparison Between Teachers' Responses To Students' Answers Among Novice And Experienced Teachers In The Classroom Of Chinese As A Foreign Language

Answer is the teacher's immediate response and evaluation to students' answers,in order to attract students' attention and thinking,which is not just a behavior of teaching,but also a behavior of evaluating classroom teaching quality.In the international Chinese classroom,the language of answer,as an important part of the classroom language,plays a crucial role in students' learning.As the embodiment of teachers' teaching ability,classroom reasoning requires teachers to constantly improve and develop.But the novice teacher lacks the teaching experience,often has many deficiencies in the classroom answer application.Based on this,this paper adopts classroom observation method,interview method and comparative analysis method to discuss the classroom answering behavior of the newly and proficient teachers of international Chinese,in order to improve their classroom answering ability.Firstly,four teachers at different stages of professional development were selected as the research object,and the similarities and differences in classroom reasoning behavior of newly skilled teachers were summarized through the results of classroom observation data analysis.The results showed that two kinds of teachers in principle of consistency,a type of use frequency from high to low in turn is a diagnostic and developmental theory,incentive theory and targeted answer,uses the terms of the number,in a 100 minutes of international Chinese language class,two new teachers,on average,124.2times,two master teachers manage a 103.3 times on average,the novice teachers of a number of more,and skilled teachers answer skill are more mature,for the novice teachers manage a way not flexible,mechanicalrepetition and inefficient praise more,not enough attention to the student,is easy to ignore the students' individual differences,And skilled teachers better understand students,can make more targeted answer,more good at using developmental answer and target answer,pay attention to the guidance and inspiration of students.Then,on the basis of the results of interviews and observations in the classroom,the author explores the key elements that affect the classroom reasoning behavior of international Chinese teachers,including teacher factors,student factors and question characteristics.On this basis,the author gives several advises to make the classroom answering behavior of international Chinese teachers better,including: enhance the awareness of answering,attach importance to the preset of answering,exercise the evaluation language,and grasp the characteristics of students.