Comparative Study Of Class Interactions Between Expert And Novice High School Information Technology Teachers

High-quality classroom interaction can enhance teaching effectiveness and promote students' overall development and teachers' professional growth.In order to explore the classroom interaction and teaching effectiveness of teachers at different stages in the information technology teaching environment and to optimize classroom teaching,this study selected three groups of high school IT classrooms to compare the classroom interaction between expert and novice teachers,analyzing the classroom teaching structure,classroom teaching atmosphere,classroom technology application,teacher-student interaction behavior matrix,student-student interaction behavior and interaction behavior dynamics,etc.,from which to compare the gap between novice teachers and expert teachers.This study was conducted to compare the gap between novice teachers and expert teachers,to provide reference for novice teachers to grow rapidly and improve the quality and effectiveness of high school IT teaching.This study used an adapted Flanders Interaction Analysis System(iFIAS)to quantitatively analyze teachers' classroom interactions in high school IT classrooms.Three classroom videos each from expert and novice teachers were selected for the study to compare and analyze.The research paper includes the following sections.Chapter 1 first describes the background of the selected topic and the current status of the study,then clarifies the research ideas and methods,and indicates the significance of the study.Chapter 2 defines the concepts of expert and novice teachers and classroom interaction,and sorts out the theoretical foundations such as constructivism and symbolic interactionism on which the study is based.Chapter 3 describes the research design,focusing on the object of study and the research instrument,i.e.,the Improved Flanders Interaction Analysis System,its coding rules,and the general process of using the system for interaction behavior analysis.Chapter 4 uses the improved Flanders interaction analysis system to analyze the classroom interactions of three groups of high school IT expert teachers and novice teachers from five dimensions,including classroom teaching structure,classroom teaching atmosphere,classroom technology application,teacher-student interaction behavior,student-student interaction behavior,and interaction behavior dynamics,respectively.Chapter 5 summarizes the findings of the study,including novice teachers' tendency to continue teaching behaviors in the basic knowledge lecture class and students' lack of opportunities to share and discuss;novice teachers' lack of questions in the application software operation class,thus lacking praise and encouragement for students;novice teachers' tendency to focus on the first half of the lesson and neglect the content arrangement of teacher-student interaction in the second half of the lesson,etc.In comparison with expert teachers,novice teachers were given more opportunities to express their students' thinking and demonstrate their achievements;to increase the expression of students' emotions such as encouragement and praise;to increase the proportion of questions and optimize the content of questions;to focus on the guidance of each part of the lesson;and to review the study.The purpose of this study is to analyze the differences between expert teachers and novice teachers by comparing their classroom interactions in high school IT classrooms,in order to help novice teachers grow efficiently,and to provide case references for research related to high school IT teaching and teachers' professional development.