A Comparative Study On Classroom Answer Behavior Of New Chinese Teachers And Expert Teachers In Senior Middle School

The new round of Chinese curriculum reform attaches importance to the cultivation of students' Chinese core literacy,and emphasizes that teachers should respect the student's dominant position in Chinese teaching.Classroom Q&A is one of the classroom teaching links,and the answer is the last link of the classroom Q&A.Classroom answering is the feedback and instant evaluation made by the teacher in the classroom based on the students' answers.It is an important part of dialogue teaching,which comprehensively reflects the teacher's teaching level,text interpretation ability and classroom control ability and other professional qualities.This study selects three representative high schools in Nanchong urban area: Sichuan Nanchong High School,Nanchong Jialing No.1 Middle School and Nanchong Baita Middle School as the survey subjects,and investigates the answering behaviors of novice and expert teachers in these three schools.Integrating the two main bodies of teachers and students,investigating the cognitive level of novice teachers and expert teachers' classroom answering behaviors,the actual use of classroom answering behaviors,the use of waiting time,and the status quo of teachers' reflections on answering after class.In order to be able to comprehensively,truthfully,objectively and scientifically reflect the teaching status quo of novice teachers and expert teachers' classroom rationality behavior.Based on the analysis of the status quo of classroom answering behavior of novice teachers and expert teachers,this topic compares and analyzes the differences in the answering behaviors of the two and analyzes the reasons,and develops strategies for excellent expert teachers to efficiently answer classroom answers,so as to provide novice teachers to improve classroom answering behaviors.Ways of Competence.This article is divided into an introduction and five chapters for discussion:The introduction introduces the research origin,research purpose and significance,research ideas and research innovations.It analyzes the current research status at home and abroad from the four aspects of the concept,classification,function and strategy of the rationale and analyzes the current research results.In addition,the introduction also sorts out and screens the core concepts of this topic: "Reason","Novice Teacher" and "Expert Teacher".The first chapter is a survey of the status quo of answering behaviors of novice Chinese teachers and expert teachers in high school,expounding the survey purpose and survey design structure of this topic;The second chapter is the comparison of the response behavior data of novice Chinese teachers and expert teachers in high school,sorting out the three aspects of the cognition,implementation and effect reflection of the novice teachers and expert teachers,and briefly summarizes the conclusions;Chapter 3 is the analysis of the status quo of answering behaviors of novice Chinese teachers and expert teachers in high school.The author first organizes questionnaire surveys,interview records and classroom observation data,and then compares the answering behaviors of novice and expert teachers,and points out that novice teachers' answering behaviors What is the problem of answering behavior,analyze the difference in answering ability between novice teachers and expert teachers;The fourth chapter is the strategies for improving the ability of high school Chinese teachers in answering.This chapter explains the characteristics of expert teachers' answering behaviors,formulates the principles of teacher answering in class,and proposes strategies for teachers' answering in class;The fifth chapter is about the implementation and reflection of the answering strategies of high school Chinese teachers.This chapter introduces the author's process of implementing the answering strategies,the evaluation of novice teachers and expert teachers,and the reflection on the results of the implementation.