A Comparative Study On Classroom Feedbacks Of High School Novice Teachers And Expert Teachers In Ideology And Politics Education

The new curriculum standard of Ideology and Politics Education in high school puts forward the requirements for teachers to change their teaching methods.Teaching should be carried out in the atmosphere of teacher-students interaction.Classroom Feedback is an important part of teacher-student interaction,which affects the teaching process and the quality of teacher-student dialogue.Novice teachers face many challenges brought by classroom teaching at the beginning of career development.It is difficult to identify problems and to improve in classroom feedback.This thesis plans to discuss the divergences of classroom feedback between novice teachers and expert teachers,learn from the experience of expert teachers,provide useful experience for novice teachers,and form a better classroom teacher-student interaction to improve the teaching effect.This thesis includes introduction and four chapters.The introduction describes the research background,research problems,research methods,research significance,and defines the core concepts.The first chapter collates and reviews the academic achievements and directions of the definition,function,implementation,classification of classroom feedback,and questioning,transfer,revoicing at home and abroad.The second chapter determines the research object of this thesis,presents the data gathering ways,constructs the feedback coding scheme of high school Ideology and Politics Education classroom feedback which through trial test,and compiles the outline of high school Ideology and Politics Education classroom feedback research interview as the research tool.The third chapter specifically reports the sample situation and is divided into three parts to analyze the data collected in the study in detail.Through the coding statistical analysis,it is found that there are differences in classroom feedback behavior,feedback form,feedback direction and feedback sequence between two types of teachers.Through the analysis of teaching scene,it is found that novice teachers and expert teachers have differences in paying attention to students' thinking,gesture application and interaction range.The results of the interview showed that novice teachers and expert teachers have differences in subject skills,teaching design,preset degree,attention to thinking,teaching objectives and teaching ideas,and classroom feedback was unaware in teaching research and training.The fourth chapter summarizes the three main conclusions of the research.According to the research conclusions,it is suggested that novice teachers consolidate the theoretical knowledge of the subject,reasonably design the teaching process,fully preset the possible reactions of students before class,pay attention to the thinking process of students,adjust the behavior and form of classroom feedback,point to the teaching objectives in class,and check the classroom records,summarize the learning situation,adjust the teaching concept after class.It is suggested that the teaching and research training should adjust the focus of course evaluation,organize teaching and research activities for classroom feedback,provide high-quality classroom videos,and encourage the guidance of old teachers,so as to improve the classroom feedback of novice teachers.Finally,the prospect of future research is carried out.