A Comparative Study Of Classroom Language Interaction Between Novice Mathematics Teachers And Expert Teachers In Junior High Schools

Classroom teaching is the most important form of education,which affects the development of students in many aspects.Language behavior is the main interactive mode of classroom teachers and students,accounting for about 80%of all teaching behavior.Effective language behavior interaction can arouse students' interest in learning and guide students to construct knowledge system actively,so the language behavior determines the effectiveness of teaching.In 1960s,an American scholar Flanders(N.A.Flanders)proposed a class behavior analysis technology---Flanders Interactive Analysis System,referred to as FIAS.This system transforms the classroom language behavior into visual data,then carries on the statistical analysis,obtaining objectively characteristic and existing questions of the language interaction behavior of classroom teachers and students.Based on the theoretical basis of language interaction,this thesis made analysis and comparisons of language behavior interactions of expert teachers and novice teachers' normal classroom teaching by interviews of related students and by using tools of the improved Flanders Interaction Analysis System(iFIAS)and IRF discourse mode in-depth.Specifically,choose three junior school mathematical expert teachers and three novice teachers and divide them into three groups.A novice teacher and an expert teacher is in one group and the same group of teachers teach the same contents.Then,for each group of classroom teaching,we carry on quantitative and qualitative analysis from four dimensions of language structure,language style of teachers,teacher-student interaction patterns and question types of teachers.In this way,we obtained characteristics and differences of teacher-student language interactions of novice teachers and expert teachers' classroom teaching,and summed some lacks of novice teachers in aspects of teacher-student language interactions.Our researches show that novice teachers and expert teachers in classroom teaching are able to exchange and interact with students in active strengthening language behavior.Novice teachers mainly give lectures in simple teacher-student interaction patterns with litter changes in the IRF structure.Novice teachers give many closed questions,while expert teachers mainly give indirectly creating and opening questions which promote teacher-student language interactions in classroom teaching.According to the above results,the author put forward some strategies for references to junior school mathematical teachers in aspects of teacher-student language interactions in classroom teaching.These strategies include:set up correct views of teaching;establish good relationships with students,create hannonious classroom atmosphere;enrich interaction modes;improve quality of questions.At the same time,the author puts forward some matters for novice teachers.The matters conclude respecting students,improving themselves knowledge,enhancing analysis ability of textbook and enriching classroom management skills.