A Study On The Novice Chinese Teacher's Classroom Teaching Decision-Making

With the attention to teachers' external teaching behavior in the field of teaching and research in 1970 s,the transfer of teachers' thinking attention to teachers' attention,the rise of teachers' thinking and decision-making has been widely concerned and studied in 80 s.Since 90 s,the demand for teacher professionalization and teaching effectiveness has been further studied and gradually transformed into the field of teacher education.To explore the process and characteristics of the thinking and decision-making of Chinese New Teachers in the context of Chinese culture and education,it can provide empirical evidence for exploring and Constructing Teachers' thinking and decision-making theory,and providing practical help and support for teachers' professional development and teacher education.The study takes Daniel Kahneman dual process thinking theory as the theoretical framework.On the basis of literature research,the research paradigm of mixed design is adopted,and the classroom observation method,teacher rethinking narration method,stimulation recollection method and interview method are used to study the classroom teaching decision of 6 primary school language teachers in L and W city of S province.Do research.Among them,6 primary school language novice teachers' teaching age is 2 to 3 years.According to the low,middle and high levels of our school system,2 teachers are selected respectively,and each teacher has 3 classes,and the total of 18 courses of Chinese teaching is the research object.The research finds that:(1)there are three ways of teaching decision of the novice teachers in the Chinese language and intuitionistic decision making;(2)the realization of the teaching goal is the main concern of the Chinese novice teachers' classroom teaching decision;(3)the teaching experience is the main basis for the novice Chinese teachers' classroom teaching decision;(4)the difference of the school section to the novice language beginners Teachers' classroom teaching decision making concerns and decision points have significant influence;(5)convention context is the main reason for the novice teachers' classroom teaching decisions.