A Comparative Study Of Classroom Teacher-student Dialogue Between Novice Teachers And Proficient Teachers In Primary Chinese Teaching

Teacher-student Dialogue is an indispensable part of Chinese class.Efficient teacher-student dialogue promotes students’ understanding of knowledge and development of thinking,and plays an important role in improving teachers’ professional ability.However,in the primary Chinese classroom teaching,the alienation of the dialogue subject and the weakening of the dialogue content lead to the unsatisfactory effect of teacher-student dialogue.Based on this,this study takes novice teachers and proficient teachers of primary school Chinese as the research object,analyzes and compares the differences between the two types of teachers in the aspect of teacher-student dialogue,This paper summarizes the general characteristics,advantages and problems of novice and proficient teachers,so as to provide suggestions for primary school Chinese teachers to improve the quality of classroom teacher-student dialogue.In this study,literature,observation and interview are used to observe from seven aspects: dialogue topic,dialogue opportunity,dialogue scope,dialogue waiting,dialogue response,dialogue feedback and dialogue authority.Three novice teachers and three proficient teachers in R school are taken as the research objects.The observation scale is used to observe 10 lessons of each teacher,and 60 new lessons of these six teachers are taken as observation objects Sample.The findings are as follows: first,proficient teachers have more understanding topics than novice teachers.In addition to understanding topics,novice teachers prefer knowledge conversation topics,and proficient teachers tend to analytical topics.Second,proficient teachers have less dialogue in teaching new knowledge than novice teachers,and they have more dialogue in expanding and extending than novice teachers.Third,novice teachers are more inclined to talk to all students,and proficient teachers prefer to talk to individual students.Fourth,proficient teachers wait more than novice teachers for 3 seconds.Fifth,the proportion of active response of proficient teachers is higher than that of noviceteachers.Sixth,the frequency of praise of novice teachers is higher than that of proficient teachers,and the frequency of comment is lower than that of proficient teachers.Seventh,novice teachers’ students’ authority of dialogue is higher than that of proficient teachers,and Book Authority and joint exploration are lower than that of proficient teachers.In view of the above differences,This paper analyzes the general features,advantages and problems of the dialogue between novice teachers and proficient teachers in primary school.In view of the problems existing in the dialogue between teachers and students of novice teachers and proficient teachers,this paper puts forward some suggestions to improve the quality of teacher-student dialogue in the classroom of primary school Chinese teachers: to build a harmonious relationship between teachers and students,to create a psychological environment for dialogue;to deeply interpret the text,to expand the width of dialogue;to carefully design topics,to enhance the participation of dialogue;to reasonably wait for dialogue,to ensure the thinking space of students;to cultivate the initiative of students The awareness of doubt;positive and clear feedback,improve the efficiency of students’ learning.