Novice-proficient-expert Junior Middle School Mathematics Teacher New Teaching Classroom Interaction Comparative Study Of

The era constantly puts forward new requirements for education,and classroom teaching is still the focus of education.Improving the quality of teaching,optimizing the classroom structure,and developing students' core literacy have become the focus of classroom teaching.Classroom interaction is one of the key research points of classroom teaching,and according to the form of interaction,it can be divided into explicit behavioral interaction and implicit cognitive interaction,so this study analyzes the interaction in junior high school mathematics classroom from two dimensions of behavior and cognition.This research uses the improved i FIAS as a research tool and uses the methods of video analysis,quantitative analysis,and comparative research to study nine high-quality video lessons of three types of teachers: novice,proficient and expert teachers.Coding teaching behaviors through the qualitative analysis software NVivol2,aiming at the new teaching structure,teacher style,student behavior,emotional atmosphere,use of information technology,and cognitive performance level of the three types of teacher interactive behavior performance level six classroom questions and answers The characteristics and differences of the interaction are analyzed.We can draw the following conclusions from the research:(1)There are obvious differences in the interactive structure among the three types of teachers.The classroom structure of novice teachers is not coordinated enough;the classroom structure of proficient teachers is more reasonable;the classroom structure of expert teachers is the most harmonious.(2)In the interaction style of new teaching,the three types of teachers all tend to use the form of positive reinforcement to carry out teaching,novice and proficient teachers tend to control the classroom in a direct way,while expert teachers tend to control the classroom in an indirect way.(3)At the interaction behavior of the new teaching process,the three types of teachers have less opportunities to show their students and the new-type teachers' classroom time has low control capacity;familiar teachers are relatively reasonable in time schedule,but explore the knowledge process It is less opportunities to give students to discuss the discussion;The participation of students in expert teacher class is high.(4)In the emotional atmosphere of new teaching,the classroom atmosphere of novice teachers is relatively depressed and rigid,the classroom atmosphere of proficient teachers is relatively harmonious,and the classroom climate of expert teachers is active,which should be respected most.(5)In the use of information technology in new teaching,novice teachers have the consciousness of using technology,but they are not skilled enough in the specific use proficient teachers and expert teachers use more abundant forms,proficient teachers use information technology in the highest rate;while expert teachers have low consciousness of using technology.(6)On the level of cognitive interaction in new teaching,novice teachers are not good at using divergent thinking to guide students to think,while some proficient teachers pay attention to the cultivation of students' thinking ability,while others need to be improved;Expert teachers attach great importance to the improvement of students' mathematical thinking and the cultivation of core mathematical literacy,and the effect of high-level cognitive interaction is the best among the three types of teachers.Based on the above conclusions,it is recommended for junior high school teachers' classroom teaching.Novice teachers should optimize the incentive feedback of classroom words;enhance students' self-efficacy further activation class;enrich students to participate in the form of classroom interaction;good use of active strengthening to view students;strengthen information technology in classrooms in class Ability;careful preparation to improve your thinking interaction.Customed teachers should optimize students to participate in the form of classroom interaction;In-depth research technology and the high quality integration of classroom teaching;carefully set problems to improve the interactive level of thinking.Expert teachers should continue to repair information technology in the classroom.