A Comparative Study Of Classroom Answering Behaviors Between Elementary School Chinese Novices And Expert Teachers

With the continuous implementation and deepening of the new curriculum innovation,classroom teaching has been given higher requirements and become the"main position" of curriculum reform.The teaching in the classroom is based on the problem.With the diversified interactions between teachers and students and feedback from teachers,the overall characterization of knowledge and the solution of problems are realized.In this teacher-student interaction process,students deeply understand the problem.The key to effectively solving problems lies in how teachers in the classroom can guide them.The teacher's feedback after the student's response can't be ignored.The teacher's response and processing is precisely the subject's "classification and response behavior" of the study.It forms a complete relationship with the teacher's question,student's waiting for an answer,and the student's answer.Question and answer process.In addition,how to give full play to the leading role of expert teachers and accelerate the professional growth of novice teachers has always been the focus and focus of researchers.Therefore,this study takes the "classification and response behavior" as the starting point and conducts a comparative analysis of novice Chinese language teachers and expert teachers.From the perspective of the reasoning behavior,the comparative analysis of novice Chinese language teachers and expert teachers is particularly important in this study.Therefore,this dissertation starts from the theoretical level and sorts out and summarizes the opinions of scholars on "responsibility behavior",and has a complete and clear framework for the rational response behavior.Furthermore,based on the research results of the teacher-student interaction theory and effective teaching theory,the various elements of rational response behavior,namely rational awareness,rational presupposition,rational content,rational form and rational answer,are further sorted out.Second,proceed from the above five factors for empirical research.This section mainly selects two primary schools in Xi'an City.Each school selects two novice teachers and expert teachers to observe and videotape their classrooms,conduct interviews,and conduct questionnaire surveys for the students in their classes.The author further analyzes the differences between novice teachers and expert teachers in the classroom response behavior,and summarizes the characteristics of the two types of teachers in the conduct of response.Finally,by digging into the deep-seated causes of the novice and expert teacher's reasoning,I try to put forward proposals to improve the teacher's classroom response,give full play to the professional leadership role of the expert teacher,improve the level of classroom response for novice teachers,and promote teacher professional growth.Through the comparative analysis of novice teachers and expert teachers,the author finds that both types of teachers are lacking in non-linguistic interpretation.However,in general,the level of correction of primary school language expert teachers is better than that of novice teachers.Novice teachers also need to continue to learn the skills of experts and teachers to improve their own answers.