A Comparative Study Of Classroom Teaching Dialogue Between Beginners And Familiar Sign Language Teachers

Conversation is one of the forms of language communication.Along with the implementation of the new curriculum reform,the word "dialogue" are gradually used not only in daily life,but also in teaching area,becoming a focus in the study of general education experts.Besides,many front-line teachers also apply it in practical teaching.However,due to the various factors,there are significant differences between the implementation of the classroom teaching dialogue and the actual results because of the different users: the novice Chinese teachers and the experienced Chinese teachers.In order to deeply understand and grasp the problem,in this paper,the author will analysis the differences between two different classroom teaching dialogue situations of the two kinds of teachers by using research methods including questionnaires,interviews,classroom observation,etc.And it comes to conclusion that the novice Chinese teachers are deficiencies in the classroom teaching dialogue.Then,for this problem,the author will put forward suggestions which aimed to promote professional development.Apart from the introduction and conclusion,the main body of this thesis consists of three parts:The introduction mainly includes the brief introduction to the reasons,research status,research purpose,research significance,research process and main methods adopted.The first novice part defines the relevant concepts.On the basis of previous studies,the three core concepts of Chinese teachers,experienced Chinese teachers and classroom teaching are defined based on actual research.The second part is the investigation and analysis of the current situation of the classroom teaching of the two kinds of Chinese teachers in the first language.Firstly,the author briefly introduced the basic situation of investigation,and then mainly from the teachers' cognition of teaching dialogue theory,the pattern of the dialogue between teachers and students,teachers set up problems in the dialogue,and teachers' response to the student and the teacher language power of expression language teacher to be appointed for this five aspects to master the language teacher's classroom teaching dialogue on the basis of the comparison and analysis.In the study,the author found some problems in the classroom teaching dialogue,such as: the first language teacher's understanding of the classroom teaching dialogue theory is not comprehensive;The pattern of the dialogue is relatively simple,leaving students with less opportunities to express themselves.The setting of the problem in the dialogue is not balanced;Lack of guidance;Poor presentation of conversational language.The third part is suggestions to improve the classroom teaching dialogue of the first language teachers.Mainly for the language teacher in the classroom to be appointed,the problems of teaching dialogue to provide suggestions to language teachers to be appointed,such as: to strengthen the study of the theory of classroom dialogue related,respecting the right of expression of students,thinking from a student's point of view,finding the way to improve the response methods,improving the ability of language expression,etc.The conclusion mainly shows a summary of the whole text,explaining the shortcomings of this research and explains the areas that need improvement.