A Comparative Study Of Teacher-student Verbal Interaction In Elementary School Mathematics Classroom

Speech communication is an important medium for transferring knowledge and values between teachers and students,which is an important way to achieve teaching and learning.The implementation of the new round of basic education curriculum reform in China aims to reposition the roles of teachers and students in the classroom,emphasizing the communication and interaction between teachers and students in the classroom.At the same time,the continuous development of the new curriculum reform has put forward higher requirements for the professional quality of teachers.Among them,the growth and development of novice teachers have attracted great attention from all walks of life.This study takes the classroom teaching of three novice teachers and three expert teachers in L primary school in Jiangsu Province as the research object.Through literature analysis,classroom observation and interview investgation,Using Flanders Interaction Analysis System to compare the verbal interaction between teachers and students in primary school mathematics novice teachers and expert teachers.The characteristics and differences of the verbal interaction between the teachers and students in the two types of teachers are obtained.Then looking for problems of verbal interaction between teachers and students in the classroom,and proposing optimization suggestions to narrow the gap between novice teachers and expert teachers in the classroom verbal interaction between teachers and students and accelerate the growth of novice teachers.The study is divided into five parts.The first part,the introduction.This part introduces the research background,research purpose and signficance,research contents and methods,summarizes the previous research results of the interaction in classroom between teachers and students,the verbal interaction in classroom between teachers and students,classroom observation tools,and seeks research entry points.The second part is the theoretical explanation.This part describes the concept of interaction in classroom between teachers and students,verbal interaction in classroom between teachers and students,novice teachers and expert teachers,as well as the theoretical basis of the research and the characteristics of classroom teacher-student interaction,aiming at clarifying the meaning of the verbal interaction between teachers and students.The third part,research design.This part systematically discusses the research object,research tools,research process and research consideration.The fourth part is a comparative analysis.This part uses the Flanders Interaction Analysis System to analyze the verbal interaction between teachers and students in primary school mathematics novice teachers and expert teachers from five dimensions which are respectively classroom verbal structure,classroom emotional atmosphere,verbal tendency of the teachers,questioning in the classroom and verbal interaction mode between teachers and students.The fifth part is the conclusions and recommendations.This part summarizes the characteristics and differences of the verbal interaction between the primary school mathematics novice teachers and expert teachers.Based on the gap between the two types of teacher-student verbal interaction,the problems of the primary school mathematics novice teachers in the verbal interaction between teachers and students are clarified,and the optimization suggestions are proposed.The results show that:(1)the teacher's verbal ratio in the two types of teachers'classrooms is higher than the student's verbal ratio.Compared with the novice teachers,the students in the expert teacher's classroom have more words and more interactive radiation.Students are more engaged and have higher utilization time in classrooms.(2)The emotional atmosphere of the novice teachers is boring,the students' learning state is more cautious,and the classroom atmosphere of the expert teachers is more harmonious,the students are enthusiastic and the enthusiasm for learning is higher.(3)Both types of teachers tend to exert direct influence and positive reinforcement on students.In comparison,expert teachers are more adept at using indirect influences such as asking questions,accepting students' emotions,and actively intensifying,encouraging,and adopting students' opinions.(4)The two types of teachers have the most training-type questions in the classroom.In comparison,the expert-type teachers are better at using innovative questions,and.the open-ended questions and active speeches in the classroom are significantly more than the novice teachers.(5)The verbal interaction mode of the teacher and student in the classroom of the novice teacher is relatively simple,and the teacher-student verbal interaction mode of the expert teacher presents a more complicated structure.According to the conclusion of the study,the author proposes optimized suggestions for the teacher-student verbal interaction of the novice teachers from six aspects.They are:(1)Update the teacher-student interaction concept and dissolve the teacher's verbal control rights;(2)Build a good teacher-student relationship and enhance the emotionality of the teacher's verbal;(3)Strengthen teacher evaluation training and improve the pertinence of praise language;(4)Enrich the types of questions in the classroom and improve the effectiveness of teachers' questions;(5)Guide students to take the initiative to speak and give play to students' learning subjectivity.(6)Build a teacher learning community to improve the ability of teaching reflection.