| With the vigorous development of Chinese international education,the number of foreign Chinese learners continues to grow,and more and more young Chinese teachers and volunteers devote themselves to the international Chinese education,and the quality of teachers has attracted more and more attention.Teachers are the main factor that affects the effect of teaching.Teachers’ knowledge and abilities are reflected in classroom teaching.Changing teachers’ classroom teaching behavior can change the results of classroom teaching.Therefore,this article mainly examines the classroom behaviors of novice and proficient teachers in Chinese international education,combined with real classroom transfer records,and based on the theory of teacher expertise development stage,observes teachers’ classroom questioning,positive feedback and error correction feedback,and explores the performance of novices.How can teachers quickly transform to skilled teachers within the first five years of work and improve the quality of classroom teaching.The introduction of this article mainly elaborates the significance of the topic selection,research summary and theoretical basis,research objects and research methods;the first chapter explores the performance of novice teachers and proficient teachers in different aspects of classroom questioning,and discovers the types of novice teachers’ questions in the classroom Proportion control is not as good as that of skilled teachers.Chapter 2 discusses the difference between novice teachers and skilled teachers in positive feedback in the classroom.It is believed that skilled teachers can more timely and accurately give positive feedback to students’ correct answers in the classroom.Chapter 3 Research It is believed that novice teachers and experienced teachers have different correction frequency for different types of errors,and the experienced teachers get more student responses after correcting feedback in the classroom.The fourth chapter combines the theoretical basis and the advice of experienced teachers to give novice teachers suggestions in three aspects: questioning,positive feedback and error correction feedback.The research in this paper finds that there are differences in classroom teaching behavior between novice teachers and experienced teachers.Novice teachers have room for improvement in three aspects: classroom questioning,positive feedback and error correction feedback.Novice teachers should summarize,reflect and learn from familiar teachers.Ways to speed up the transition to skilled teachers.This article analyzes the teaching behavior in a relatively complete manner from the teacher’s question and the two feedback methods to the students’ answers in the main links of classroom teaching.However,due to the impact of the epidemic,the number of students has dropped sharply,and the types of lessons they have listened to are not rich enough and the number is small.Therefore,the collection of teachers’ teaching behaviors is not complete.Hope that more comprehensive and in-depth observations can be made in future research. |
