A Study Of High School Language Teachers' Teaching Language Enhancement Strategies

Teacher-student interaction is the most important and most important interpersonal interaction in classroom teaching.The language behavior of teachers occupies a large proportion of teacher-student interaction.Through language analysis of teachers and students,the classroom speech structure and teaching style of teachers can be analyzed.And the teaching atmosphere and other characteristics,in order to evaluate the teacher's classroom teaching efficiency.Flanders Interactive Analysis System is an observation technique used to record and analyze the process and influence of teacher-student language interaction in the classroom.It objectively observes,records,and analyzes classroom language behavior,helps us quantify the language behavior of teachers and students in the classroom,and objectively presents the interaction between teachers and students in the classroom.This article uses the Flanders interactive analysis system as a research tool.Based on the literary texts in the high school Chinese textbooks,six representative three novice teachers and three experienced teachers will teach prose styles and poetry styles.,14 teaching videos of classical Chinese writing styles to compare,analyze the differences in the teaching language of the two types of teachers,according to the research conclusions,aiming at the problems in the classroom of novice teachers and experienced teachers,they are beginner teachers and have more abundant skills.Experienced teachers put forward some effective suggestions.This article is mainly divided into the following parts:The first part is a basic introduction to the concepts in this thesis,including the concepts of "teaching language","classroom speech interaction behavior" and the related definitions of "novice teachers" and "proficient teachers" selected in this research.The second part introduces the research process of this thesis,including the selection of research objects,the description of research tools,and the overall analysis and results of data samples.The third part,this chapter belongs to the core part of this thesis,carries on the research and analysis of Flanders classroom interaction on specific classroom cases,based on 14 classroom records of six Chinese teachers,and analyzes classroom videos of the same class and heterogeneous.Teacher-student interaction,recording the current situation of teacher-student speech behavior and teacher-student interaction in the classroom teaching of Chinese in the first year of high school.It reveals the current situation from four aspects: classroom speech structure,teacher teaching style,classroom emotional atmosphere and teacher-student classroom interaction characteristics.The characteristics and laws of novice teachers and experienced teachers in the classroom speech behavior interaction in prose style teaching,poetry style teaching,and classical Chinese style teaching.The fourth part,using the above results as a reference,proposes the following suggestions for the teaching language improvement strategies of teachers who are new to the job and teachers with richer experience: 1.Establish the teaching concept of morality and cultivation in thought,respect the dominant status of students,and practice Carefully design classroom teaching links,organize effective inquiry activities;3.Accumulate solid professional knowledge in personal literacy,and cultivate students innovative thinking.This article strives to analyze the differences between novice teachers and experienced teachers in the classroom teaching language with an objective attitude and put forward corresponding suggestions based on this,in order to provide references for the teaching language of high school Chinese teachers,so as to improve the efficiency of Chinese classroom teaching.