A Comparative Study Of Conversational Reading Activities Between Kindergarten Novice Teachers And Expert Teachers

The professional development' of teachers has been widely concerned by educators.Persistence is the key to success!The growth process of a teacher often takes time to promote the teaching experience and educational capabilities.Novice teachers often encounter a lot of confusion when they enter the teaching position,and the ability of teaching is also defective.The professional level of teachers will influence the organization of teaching activities.In the activities of young children,teachers sometimes use conversational reading to organize activities.In conversational reading activities,teachers gradually helped children change from listeners to narrator through different questioning methods.then encouraged and affirmed the children's responses,and expanded the children's ideas from the characters,stories and plots in the stories.Finally ended with an open question.Not only enhance children's story comprehension but also promote children's oral narrative skills,which has been confirmed in both domestic and foreign literature.The autonomy of teachers in conversational reading activities is beneficial to the activities of novice teachers.This study uses a combination of quantitative and qualitative research to help novice teachers improve their teaching skills.Using the Flanders interactive analysis system as a research tool to compare conversational reading activities of three novice teachers and three expert teachers in two kindergartens,translating audio and video recordings from classroom activities into language and coding to analyze the classroom structure of different types of teachers.Interviewing teachers after the activity to supplement quantitative research data.According to these to discover the deficiencies in the organization of novice teachers' activities and to provide practical advice for the novice teacher's teaching work from the comparative study.The article is divided into six parts:The first part is the question,which mainly introduces the background of the topic,the related research content at domestic and foreign,defines the core concepts and puts the research questions.The second part is the research and design,which mainly introduces the research objectives,research contents,research objects,research methods,research ideas and research tools for choose.The third part,the fourth part and the fifth part are the core contents of this article.Through a detailed comparative of the conversational reading activities of novice and expert teachers.Summarize the classroom teaching characteristics of different teachers,Summarize the characteristics of classroom teaching of different teachers,combine the teacher 's interview records to find out the basic problems that should be noticed in the conversational reading activities and the interaction strategies between teachers and children from the specific teaching cases of expert teachers.Then in the fifth part,it provides effective training suggestions and opinions for the professional development of novice teachers.First,to encourage young children to participate in group activities.Second,we should pay attention to the evaluation and feedback of young children's language during the implementation of the activity.Third,teachers should attention different levels of children when asking questions.Fourth,the teacher language is specific,concise and clear.Fifth,teachers can create creative activities based on the needs of young children.Sixth,teachers should do a good job of class summary.The sixth part puts forward the innovations and deficiencies of this research based on the existing research on kindergarten teaching activities by novice and expert teachers from domestic and foreign.