| Mathematics classroom teaching language is the main carrier of mathematics teaching information and thinking.The expression of teacher directly determines the way of students' classroom activities and the efficiency of their mental activities.Therefore,to improve the quality of mathematics teaching,it is necessary to study the language of mathematics classroom teaching.In this study,take Mathematical Flanders Interaction Analysis System as the theoretical basis,expert teachers and ordinary teachers conduct heterogeneous forms of the same class,and the data is collected through the research methods of classroom video recordings,observation records and data coding.A comparative analysis of the teaching language of three groups of expert teachers and ordinary teachers in the junior middle school is done from the following five aspects: overall data,classroom language structure,teachers' style tendency,teachers' questioning ability and feedback methods,and then we draw conclusions and put forward suggestions.The results show that the classroom language structure of expert teachers is similar to that of ordinary teachers.The style of expert teachers tends to be emotional,while that of ordinary teachers tends to be rational.The questions raised by expert teachers in class are mainly open questions with the purpose of flexible application,while the questions raised by ordinary teachers in class are mainly closed questions with the purpose of understanding and mastering.The feedback mode of expert teachers is mainly based on encouraging feedback,guiding feedback,questioning feedback,voting feedback,while the feedback mode of ordinary teachers is mainly based on viewpoint discrimination feedback.Finally,some suggestions are put forward to improve the teaching language ability of ordinary teachers: 1.Promote the emotion of indirect teaching;2.Enhance the subjectivity of classroom questions;3.Improve the timeliness of feedback mode. |
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