An Empirical Study Of Expert-non-expert Teachers' Eye Language Comparison

At present,the deepening of curriculum reform puts forward higher requirements than before for teachers' teaching level.Teachers can quickly establish ideological and emotional connection with students by using eye-language reasonably in class,thereby improving teaching efficiency.The research on teachers' eye-language behavior in classes also has important guiding significance for teachers' pre-job and post-job training.Up to now,most of the researches on teachers' eye-language are focused on qualitative analysis,lacking quantitative analysis and empirical research.This paper takes biology teachers of junior middle school as an example to empirical research.Sorts out the domestic and foreign literature on teachers' eye-language,establishes the eye-language evaluation index system of teachers,compares and quantitatively analyzes the eye-language behaviors of expert-non-expert-type junior high school biology teachers,and finds out the differences between the two types of teachers' eye-language behaviors.Explores the reasons for the differences and puts forward relevant Suggestions.The basic framework of this paper consists of six chapters.The first chapter,introduction,including the question,research purpose and significance,research ideas and methods.The second chapter is the definition of concepts and literature review,including the definition of expert teachers and non-expert teachers and teachers' eye-language,as well as a review of domestic and overseas research.The third chapter,through three steps to establish the evaluation tool.The first step is to conduct questionnaire survey on students and interview with teachers so as to obtain the primary index for evaluating teachers' eye-language.The second step is to invite experts to obtain the final index of evaluating teachers' eye-language through Delphi method.The third step is to develop the observation scale and frequency scale according to the final index.The fourth chapter to collect information and results analysis.According to the definition of expert teachers and non-expert teachers in this paper,respectively picked out 5 from the above two types of teachers,including 10 junior middle school biology teachers.The scoring group was arranged for observation,the observation scale and frequency scale of teachers' eye-language were filled in.The significance difference test of each index score between two kinds of teachers was carried out,and the results were analyzed.The fifth chapter,conclusion,reason analysis and suggestions,lack and prospect of this research.By sorting out the questionnaire survey,observation and interview records,the paper draws a conclusion.Expert teachers can be more flexible and reasonable use of eye-language,little differences between individuals.Analyzes the reasons for the differences between the two types of teachers' eye-language behaviors,and puts forward relevant Suggestions.In the end,illustrates some limitations of this paper and puts forward the prospect of future research.