A Study On Classroom Reasoning And Answering Behaviors Of Novice Chinese Teachers In Primary Schools

A new round of curriculum reform is still in full swing and the classroom instruction is still at the main position of it.For students' more comprehensive development,people are looking for a more comprehensive assessment.Under the situation,the teacher's classroom response has gradually become the focus of attention.The teachers' classroom response is not only a teaching behavior,but also a teaching evaluation.The Teachers'classroom response plays a key role in primary Chinese teaching for novice teachers.However,it can not meet the need of theoretical and practical research currently.There-fore,focusing on the conduct of Chinese class in primary school,this study selects three novice Chinese teachers in primary school as research objects and makes a research mainly through the literature study,classroom observation,case analysis of classroom behavior.On the basis of the general situation and specific types of the teachers' class-room response,this paper concretely describes the present situation of the classroom re-sponse action of novice teachers in Chinese teaching.Through the collation and analysis of the data,this study finds the causes of problems on the classroom response in primary Chinese teaching by novice teachers.The major problems:novice teachers in primary Chinese teaching attach importance to answering questions,but the type of classroom answer is single;teachers presuppose classroom behavior,but the presupposition is not sufficient;novice teachers in primary school have many classroom responses,but the non-verbal response lacks integrally,etc.This study offers some suggestions to improve the novice teachers' classroom response in primary Chinese teaching.I hope they can be of some help to novice teachers in primary school to improve the classroom response.