Narrative Research On The Growth Of Speech Ability In Classroom By The First Chinese Teacher In Junior High School

Class is the main position of teaching,teachers' teaching speech behavior is dominant in classroom teaching,and their teaching speech ability determines the efficiency of classroom teaching and influences the results of basic education reform in China.The language teachers of junior high schools play an important role in mother-tongue teaching,and their teaching speech ability has a profound influence on junior high school students with strong learning ability.In the course of educational practice,we find that there are many problems in the teaching speech behavior of the first teacher,such as: the explanation of knowledge is too academic,the question language in classroom is not enlightening,the assignment task is unclear and so on.The early stage of teacher's appointment is the most malleable key period of growth,which often determines the development of teacher's career.Therefore,it is urgent and necessary to study the growth of teaching speech ability of the first-time Chinese teachers in junior high school.On the basis of studying and drawing on the existing research results,this study takes Austin's speech behavior theory as the theoretical basis,adopts the method of educational narrative research,chooses the practice school F middle school as the research site,observes the course of the teaching speech ability growth of the first Chinese teacher in junior high school in the real teaching situation,and explores the path of growth.This study carried out a six-month cooperative education narrative study on three junior high school first-time language teachers in the same middle school,three teachers in the first,second and third years of employment,respectively.Starting from the real and cutting-edge teaching position of Chinese classroom,we pay attention to the growth course of teaching speech behavior and teaching speech ability of cooperative teachers,and tell the growth story of each cooperative teacher's speech ability in the early stage through self-reporting and his narrative perspective according to the growth order of the three teachers.With the increase of the number of teaching practices and the increase of teaching time of the first-time Chinese teachers in junior high school,all three teachers have gained a certain degree of professional ability growth.Due to the differences in personality,family background,educational experience,work experience and so on,the three teachers encountered difficulties and key events of growth after entry,and their growth process is not simple for others to copy or directly migrate.Although personalized growth stories are not popular,they are instructive to the majority of first-time teachers and educational researchers.Therefore,by telling and showing the story of their teaching speech ability growth,paying attention to the key growth events on the change of teaching speech behavior and the improvement of teaching speech ability of junior high school teachers,objectively analyzing each first-time teacher's teaching speech ability growth trend and growth inspiration,hoping to arouse the reader's resonance,arouse the reader's thinking,and the reader's active participation and personalized interpretation combined with their own experience will also make the growth story more informative and meaningful.Based on the story and enlightenment of the first language teacher in junior high school,we summarize the common characteristics and laws of the teaching speech ability of the first teacher in the growth,analyze the factors affecting the growth of the teaching speech ability of the first language teacher in junior high school from the four levels of society,school,students and teachers themselves,explore the advantages and shortcomings of their growth,and then analyze and summarize the countermeasures and shortcuts conducive to the growth of the teaching speech ability of the first language teacher in junior high school.It is hoped that the growth of teaching speech ability of the first-time Chinese teachers in junior high school will provide some reference and reference,so that the growth of teaching speech ability will be more conscious,more directional and more efficient.