A Comparative Study On Classroom Response Behaviors Of Novice Chinese Teachers And Skilled Teachers In Primary Schools

Classroom answering is the teacher's response and handling of students' answers in the process of classroom teaching.Good reasoning and answering behavior is a significant player in promoting the process of classroom teaching,improving teaching efficiency,improving the relationship between teachers and students,stimulating students' learning enthusiasm and interest,and exercising students' thinking and language expression ability.Good reasoning and answering behavior is an integral part to classroom question and answer,which is easy to be ignored by teachers and difficult to control.It plays a key role in improving teachers' teaching level.On the basis of fully defining the concepts of novice teachers,proficient teachers and classroom response,this study systematically combs the relevant literature,and compares the differences of classroom response behavior between the two types of teachers when facing different types of questions and students' different types of responses,combined with the observation and interview data of classroom response behavior of five primary school Chinese novice teachers and five primary school Chinese proficient teachers,It also deeply analyzes the reasons for the differences between the two kinds of teachers' rational answer behavior,and puts forward some suggestions to improve the two kinds of teachers' rational answer behavior combined with relevant theories.The results show that:(1)Comparing the two types of teachers' rational answer behavior in class,it is found that compared with novice teachers,skilled teachers use more diverse types of rational answer behavior;There are obvious differences between them in the rational answer behavior when they face different types of questions and students' different types of answers.(2)Through interviews with two types of teachers,it is found that skilled teachers is a thorougher and more overall aware of classroom reasoning and answering behavior;The selection of rational answer behavior is more specific and targeted,paying more attention to guiding students and promoting the all-round development of each student.(3)Based on the analysis of the observation of classroom response behavior and the results of teacher interviews,it is found that there are similarities and differences between the two kinds of response behavior.The main causes of the differences are: the two types of teachers have different classroom response concepts,the two types of teachers have different classroom response abilities,the two types of teachers have different career development stages,and the school ignores teachers' classroom response behavior.Therefore,suggestions are put forward to improve the rational answer behavior of the two types of teachers: on the one hand,novice teachers should strengthen their learning,which is reflected in establishing a correct concept of classroom rational answer,improving their linguistic ability of rational answer,strengthening rational answer reflection,accurate rational answer in the face of different question types and different answer types,and cultivating the educational wit of classroom rational answer.Schools should also provide corresponding support.On the other hand,proficient teachers should improve their learning awareness,strengthen theoretical knowledge,and pay attention to nonverbal response.