A Case Study Of Novice Teachers' Classroom Linguistic Rational Response Behavior

With the deepening of the curriculum reform,interaction and communication between teachers and students has gradually become the focus of attention.In the process of teaching,the interaction and communication is mainly reflected in the questions and answers,teachers'linguistic feedback plays an important role in answering questions,which can not only judge the content of students' answers,but also stimulate their desire for knowledge and affect their learning attitude and interest.For the beginning teacher,due to the short time of entry and lack of teaching experience and other factors,the classroom language response behavior encountered emotional abuse to some extent,little knowledge of linguistic answer behavior,the lack of appropriate use and even neglect,as a effect of language response behavior on the effectiveness of the classroom or not,linguistic reasoning behavior is a key factor affecting the effectiveness of classroom teaching,and it is also an area in which the beginning teachers urgently need to improve.This study mainly adopts the observation method,interview method and questionnaire investigation,taking the Y teacher as the case study,starting from the language response behavior in the classroom,and on the basis of the previous research,designed the " beginning teacher's classroom language response behavior observation scale".From the time dimension,the questionnaire divides the teache"s complete linguistic answer behavior in the classroom into three stages:" before a teacher feedback to a student's "."feedback" and " after a teacher feedback to a student's ",a total of three stages.The "Three-paragraph" design of the observation scale not only highlights the integrity of the study,but also facilitates the researchers to find out whether there is a relationship between the different links before the answer and the teacher's verbal response.Through the statistical analysis of the language response behavior of the case subjects,it is found that the characteristics of the verbal answer behavior are as follows:1.The language answer styles of the teachers are closely related to problem types;2.The content of the answer is superficial and lacks the development of students' critical thinking.3.The language of the feedback is repetition(including meaningless repetition,emphatic repetition and inductive repetition);4.Lack of reflection on classroom language rationale.On the basis of the analysis,this paper analyzes the factors influencing the Y teachers'linguistic response behavior from two dimensions of subjectivity and objectivity.The reasons are mainly related to the subjective level of education experience,educational beliefs,the classroom level of students at the objective level,and the pressure of the mid-term examination.In view of the current situation and reasons,this paper makes a comparative analysis of the different linguistic responses of the primary teachers and the special teachers in the same classroom situation,and finds out the reasonable linguistic answer behavior under different situations.On the basis of case study,combining with my internship experience,the following strategies are explored for the effective verbal answer behavior of the beginning teacher:1.Presupposition based on student situation——the premise of effective linguistic feedback;2.The distribution of problem types is balanced and the form of answer is diversified-the basis of effective linguistic feedback;3.The answer language should be artistic——a bridge between effective linguistic feedback;4.The guidance of critical thinking——the focus of the effective linguistic feedback;5.Rich knowledge reserve——the reserve army of effective linguistic feedback;6.Re:flection and research-the guarantee of effective linguistic feedback.