The Comparative Study Of Teaching Time Management Between Novice And Proficient Teachers In Mathematics Class In Junior High School

Effective planning and management of classroom teaching time can reduce the pressure of teachers and students and improve teaching efficiency.The comparison and analysis of the differences between the novice and proficient teachers in classroom teaching time management can summarize the time management methods and skills of proficient teachers,so as to provide meaningful experience for novice teachers to improve the utilization of teaching time.The research framework of this paper is based on the model of "questionnaires-classroom Videos-text recordings-coding analysis-a comparative study of time management between novice and proficient teachers-drawing conclusions".Through questionnaires,this paper studies the similarities and differences of time awareness and time management behavior between junior high school math novice and proficient teachers in classroom teaching.Then,three novice and proficient teachers are selected from junior middle school,and three classes of algebra,geometry and statistics are selected for classroom record.Data encoding and Excel software are used to compare and analyze the similarities and differences between novice and proficient teachers in the utilization of classroom teaching time,the time allocation of each teaching link and the time allocation of teachers 'classroom teaching behavior.Through the analysis and processing of the data,the characteristics of the novice and proficient teachers' classroom teaching time management are obtained.Through the analysis of questionnaires and the results of classroom records,we can draw the following conclusions: First,compared with novice teachers,the utilization rate of classroom time of proficient teachers is significantly higher.Secondly,in terms of time allocation in the teaching process,novice teachers tend to allocate more time in introducing new knowledge into situations and teaching new knowledge.Proficient teachers tend to allocate more time in practice consolidation and classroom summary,and the flexibility of experienced teachers in time allocation of each link is significantly higher than novice teachers.Thirdly,in the aspect of classroom language acts,there are obvious differences in the time spent by novice andproficient teachers.The teaching methods of novice teachers are mainly teaching,questioning and instructions.The teaching methods of proficient teachers are mainly teaching,questioning and accepting.In the total number and type of classroom questions,novice teachers obviously ask more questions,and the type level is low,and the waiting time after questions is too long.Combined with the research conclusions,the following suggestions are put forward for the novice and proficient teachers: first,novice teachers should pay attention to the management of teaching time in concept,get rid of the restriction of traditional classroom teaching link allocation,and improve the flexibility of teaching time management.Secondly,novice teachers should grasp the key and difficult points of teaching,reduce classroom questioning appropriately,and shorten the waiting time after questioning appropriately.Finally,novice teachers should play their guiding role and provide students with evaluative language in a timely manner.Proficient teachers should do pre-class presupposition and after-class reflection,so as to improve teaching skills.Giving a hand to the rapid growth of novice teachers,and strengthen the ranks of excellent teachers.