A Study On The Classroom Teaching Language Of Junior Middle School Mathematics Teachers

Language,as a medium of communication between people,is an indispensable bridge to construct people’s spiritual communication.The teaching language of teachers is an important way to transfer knowledge to students.The artistry of education includes,first and foremost,the art of living art." That is,the art of dealing with the minds of others." [] at present,teachers’ language of instruction has become a hot topic in the field of education,and mathematics is a basic subject.The use of mathematics teachers’ language of instruction has received great attention.According to The change of teachers’ role in curriculum reform will put forward higher requirements for mathematics teachers in the use of teaching language.The junior middle school students are in the key period of physical and psychological formation,and the response to the classroom teachers’ language of instruction is more obvious.Therefore,this research will start with the observation and analysis of classroom teaching video of junior high school mathematics expert teachers and newbie teachers,and find out the gap in the use of the teaching language between the new teachers and the expert teachers.From the aspect of teaching language,this paper discusses how to improve the teaching language of new-hand mathematics teachers.This study will be based on what,why and what to do,study the classroom teaching language of the novice teachers and the expert teachers,and use the Flemish interactive analysis system(FIAS)as a tool,and combine a variety of research methods from the mathematical teaching language structure.The paper studies the classroom teaching language of the novice teachers and the expert teachers in four dimensions,such as the language tendency of the mathematics teacher,the emotional atmosphere of the classroom,the difference of the language interaction between the students and the students,and the contrast analysis,so as to explore the language differences of the new hand-type teachers and the expert teachers.And puts forward relevant suggestions for the training of the novice teachers.By using Flanders interactive analysis system,it is found that the use of mathematics teaching language by new-hand mathematics teachers has not attracted much attention.(1)in the structure of mathematics teaching language,compared with the new-hand type teachers,the new-hand mathematics teachers do not pay much attention to the use of mathematics teaching language.Expert teachers have less language proportion,higher student language ratio and higher classroom utilization rate.(2)from the perspective of mathematics teachers’ language tendency,expert teachers tend to indirectly affect students.At the same time,it tends to have a positive influence on students;The novice teachers vice versa.(3)in the classroom emotional atmosphere,the classroom emotional atmosphere of the expert teachers is more harmonious;(4)in the language interaction between teachers and students,from theperspective of questioning.In 2004,both the quality and quantity of questions,expert teachers are better than new-hand teachers.In summary,the main problems of novice teachers are as follows: first,novice mathematics teachers have too much control power in the teaching process;second,novice teachers rarely use encouraging language and teacher-student interaction is less;Third,the validity of questioning is not high,the use of language is single,and no attention is paid to implicit language.Therefore,it is very necessary to study the teaching language of junior middle school mathematics teachers from the point of view of expert teachers and new teachers.Due to the limited time and conditions,there are many deficiencies in this study,which still need to be further improved.