A Comparative Study Of The Teaching Language Of Expert Teachers And Novice Teachers In Biology Teaching In High School

Teaching language,as the main tool of communication between teachers and students,determines students' learning efficiency and the smooth progress of classroom teaching.By studying the differences of teaching language between expert teachers and novice teachers in high school biology classroom,the shortcomings of teaching language was found out about novice teachers,and the strategies was put forward to improve novice teachers' teaching language based on the analysis of the causes.Finally,the direction was provided for the rapid growth of novice teachers.On the basis of previous research,three expert teachers and three novice teachers was compared in senior high school biology teaching by using literature analysis,classroom observation,questionnaire survey and interview.In this paper,18 biology teaching videos are coded and analyzed by using the improved Flanders Interactive Analysis System(iFIAS)in a heterogeneous way.Based on the coded data,the differences was tested between the two types of teachers in the four dimensions of teaching language stru cture,teacher language style,classroom atmosphere characteristics and question-and-speech characteristics by SPSS22.0.At the same time,a questionnaire survey was also carried out on the class students observed in the classroom,and SPSS22.0 was used to analyze the differences in students' perception of the importance of teaching language and whether there are significant differences between the two types of teachers in terms of teaching language characteristics,classroom questioning language and classroom feedback.Finally,according to the classroom observation and the results of the students' questionnaires,the reason was analyzed,and the strategies were put forward to improve the teaching language of novice teacher.Based on the above research process,the main conclusions of this study was as follows:(1)There were significant differences in teacher language,student language and silent language between expert teachers and novice teachers(Sig < 0.05),and there was no difference in technical operation(Sig > 0.05).At the same time,there were also significant differences between expert teachers and novice teachers in the humor,accuracy and life of language expression(Sig < 0.05).It shows that expert teachers have a higher proportion of students' language,and their language expression was more humorous,precise and concise,which was closely related to life.(2)There were significant differences in the proportion of indirect and direct influence,positive reinforcement and negative influence between expert teachers and novice teachers(Sig < 0.05).It shows that expert teachers' language style can stimulate students' learning enthusiasm and improve students' classroom participation.(3)There are significant differences in the proportion of positive integration case and classroom feedback between expert teachers and novice teachers(Sig < 0.05).There is no significant difference in the frequency of classroom evaluation and the proportion of defective areas(Sig > 0.05).It shows that expert teachers and novice teachers have less negative impact on students and are good at evaluating students after questioning.However,expert teachers encourage,accept views and accept students' feelings more often in the classroom.The way of evaluation after questioning can better promote students' thinking,and the classroom atmosphere is stronger.(4)There were significant differences between expert teachers and novice teachers in the proportion of teaching questioning,open questions,enlightenment and directivity of questions(Sig < 0.05).It shows that expert teachers can raise more open questions,the directivity and Enlightenment of questions are clearer,and the characteristics of classroom questioning mode are better than novice teachers.Based on the above findings,strategies were proposed to improve the teaching language of novice teachers,including the content include improving classroom language behavior,strengthening biological language training;strengthening teacher-student interaction,improving teachers' language style;improving biology classroom atmosphere,being good at encouraging praise of students;paying attention to classroom questioning behavior,increasing open questions and other four aspects.