A Comparative Study Of Language In The Interaction Process Of Junior High School Mathematics Classroom

In the basic concept of"Compulsory Education Mathematics Curriculum Standards"(2011 edition),it is pointed out that"teaching activities are the process of active participation,interaction and common development of teachers and students."Teachers are the organizers and guides of the classroom,and the professional qualities of teachers.The higher the professional qualities,the better it can play its leading role in the teaching process and stimulate students to participate in classroom interaction.Teacher-student language is the main medium of classroom teaching,and it is also the most important way of teaching activities.Therefore,in a certain sense,grasping the language behavior of teachers and students in the classroom grasps the classroom.In this study,the expert teacher refers to a teacher who has a senior title,a job teaching for more than ten years,or a teacher who has obtained the title of an excellent teacher above the provincial level;a novice teacher is a teacher who has a second-level title or a teacher who teaches in the first round.The rich teaching and teaching experience of the expert teachers makes them have good classroom management ability,good at active classroom atmosphere and good teacher-student interaction.Because of the lack of teaching and research experience and the lack of professionalism,novice teachers do not perform as well as expert teachers in some aspects of classroom language interaction between teachers and students.For example,novice teachers are more inclined to use direct teaching,criticism,instruction,etc.to directly control the classroom,expert teachers are more inclined to control the classroom in an indirect way such as praise and encouragement;the quality of classroom questions for novice teachers is significantly lower than that of expert teachers.Therefore,a comparative analysis of the classroom verbal interaction between novice teachers and expert teachers helps to promote the career development of novice teachers.Based on the reading and analysis of the foreign language interaction between teachers and students,the comparison between novice teachers and expert teachers,this study uses a combination of quantitative analysis and qualitative analysis to train a group of teachers in Beijing and a group of teachers and teachers.The comparative analysis of the classroom teaching language behaviors of the same teaching themes of the novice teachers and the comparative analysis of the teaching language behaviors before and after the novice teachers receive the guidance of the expert teachers.It is necessary to analyze the four aspects of classroom structure,teacher style and inclination,classroom emotional atmosphere and classroom questioning characteristics,and point out the differences between novice teachers and expert teachers,and propose targeted improvement suggestions.The main findings are as follows:1.Classroom Structure:The expert teacher classroom is a kind of inquiry-based classroom with"teacher-led,student-centered".The novice teacher classroom is a lecture-style classroom with"teacher as the main body and knowledge as the goal".2.Teacher style and tendency:Expert teachers tend to indirectly control the classroom,that is,to help students think and explore knowledge by asking questions,questioning,accepting students'opinions and feelings;novice teachers tend to directly control,that is,use lectures to present to students.Know how.3.Emotional atmosphere in the classroom:Expert teachers are actively engaged,and novice teachers are passive and dull.In the classroom,the expert teachers can communicate effectively with the students and get along well with the students.Novice teachers mostly engage in knowledge exchanges with students in the classroom,and emotional exchanges are less.4.Classroom questioning features:Expert teachers are open to inspiration,and novice teachers close the tradition.Expert teachers ask more open questions in the classroom,ask students different ideas,students'psychological changes;novice teachers ask more questions about closedness,and directly ask questions about knowledge.5.Level of classroom dialogue:rational dialogue between expert teachers and operational dialogue for novice teachers.Compared with the novice teacher classroom dialogue,the dialogue between the expert teachers and the classroom is more focused on the exploration process and thinking process when students solve problems,which is a high-level exchange of thinking.