A Comparative Study Of Novice And Expert Teachers' Mathematics Classroom Teaching Evaluation Language

With the official promulgation of the General Senior High School Mathematics Curriculum Standard(2017 Edition),the evaluation of mathematics teaching based on the core literacy of subjects has become a topic of great concern.As an important part of teaching activities,classroom teaching evaluation is the teacher's evaluation of students' classroom performance during the teaching process.With the idea of “taking students as the mainstay and promoting students' all-round development”,more and more teachers have begun to pay attention to the evaluation of students in the classroom.In classroom teaching,the language of teaching evaluation is extremely important to develop students' key abilities and essential qualities.Using appropriate classroom assessment language can not only generate students' interest in learning,but also enable students to actively explore and think.Reviewing previous researches,most of them focus on the language of classroom teaching evaluation.There is less research on the language differences of classroom teaching evaluation by novice teachers and expert teachers,and there are more studies on the subject of Chinese and English.This paper analyzes the current use of language evaluation by novice teachers and expert teachers in senior high school mathematics classes through classroom records,and draws the differences between the two,and puts forward suggestions for improving the novice teachers' classroom teaching evaluation language.The research method refers to the video analysis method used in the TIMSS research.First,select the research object for classroom recording,transcribe the actual recorded text in Nvivo11,and the coding team will uniformly quantify the coding index after watching the classroom video repeatedly to determine the final coding.Through statistical evaluation of the percentage of language node coverage,the following conclusions are drawn: from the content-oriented analysis,novice teachers pay more attention to evaluating students 'knowledge mastery,ignoring the emotional evaluation of students,and expert teachers use emotional evaluation language in the classroom.a little more.From the analysis of evaluation objects,expert teachers pay more attention to the whole class of students than novice teachers.From the analysis of evaluation timing,novice teachers are more inclined to immediate evaluation,while expert teachers are more inclined to delayed evaluation.From the analysis of evaluation methods,the percentage of verbal evaluation coverage of novice teachers and expert teachers is significantly higher than that of non-verbal evaluations,and expert teachers are flexible when using non-verbal evaluations.From the evaluation situation analysis,novice teachers use affirmative evaluation language more,less use of enlightening or encouraging evaluation language,and novice teachers use more negative evaluation languages than expert teachers.Next,we conducted further interviews with the four teachers,and concluded that the differences between novice teachers and expert teachers in the language of classroom teaching are reflected in aspects such as evaluation awareness,evaluation technology,evaluation ability,and lack of corresponding training in schools.Finally,corresponding suggestions are put forward.First,schools should implement targeted teaching and research activities for teachers,and encourage expert teachers to drive the development of novice teachers.For novice teachers,they should deepen their understanding of the language of classroom teaching evaluation,strengthen their attention to students,grasp the timing of evaluation in a timely manner,master the evaluation skills and improve their professional ability.