Comparative Analysis Of Mathematics Classroom Conversation Among Three Types Of Teachers In High School

In the end,the educational research should focus on the teaching in the classroom and let the theory blossom in the practice.Mathematics classroom teacher-student conversation has been the focus of classroom observation.Research shows that the time of teacher’s and students ’language in the classroom take up 80%of the whole class,so the mathematics classroom conversation is the key to achieve teacher-student interpersonal communication,promote students’ mathematical cognition,and improve the communication and expression of mathematical thinking.In general,studying the mathematics classroom conversation is meaningful.On the basis of the Gu Lingyuan’s classification of teachers,this research select two novice teachers,two experienced teachers and two expert teachers.In this study,referring to the analysis framework of domestic mathematics classroom conversation,the paper makes a comparison of the six mathematics classes through video analysis.Specifically,quantitative analysis is done by using Excel after encoding of the conversation of the teacher and students,combined with classroom cases for qualitative analysis.This study focuses on two problems: 1.From the classroom language dimension,what are the differences in the classroom conversation among the three types of teachers in high school,including the form and content of the teacher and student discourse information flow,the amount and transformation of mathematics classroom language and the accuracy of the expression? 2.From the classroom cultural dimension,what are the differences in the classroom conversation among the three types of teachers in high school,including the opportunity for classroom conversation,the structure for classroom conversation and the relationship for classroom conversation.The study found that,from the perspective of the classroom language: 1.In high school mathematics classroom,the discourse of teachers occupy the most proportion in questioning and responding to students.Teachers use mathematics teaching language most,mathematics language second and daily language minimum.2.Compared with novice teachers,experienced teachers and expert teachers will beselective in asking questions,and mathematics classroom language is more concise and instructive.3.The gap between experienced teachers and expert teachers is that expert teachers most require students to explain or argue and the transformation of the mathematics classroom language is more flexible and diverse.From the perspective of the classroom cultural,:1.With the development of teachers’ professional development,the proportion of teachers’ classroom discourse is reduced,the proportion of dialogue for students’ mathematical understanding and meaning construction is improved,the opportunity for students to participate in the dialogue in mathematics classroom is improved.2.The structure of conversation in novice teachers’ classroom is mostly one way,the structure of conversation in experienced and the expert teachers are mostly two-way,the multidirection structure of classroom conversation has appeared in the classroom of the expert teachers.3.Compared with novice teachers,there is a more harmonious relationship in the experienced teachers and the expert teachers’ classroom,and the teachers are more respectful to the students and communicate with them equally.