A Comparative Study Of Classroom Teaching Language Between Novice Chinese Teachers And Skilled Teachers

In recent years,classroom teaching language has become one of the hot research objects of teaching research.In this research field,because of the status of the basic subject of Chinese,the teaching language of Chinese teachers has a unique research value.The classroom teaching language of Chinese teachers is not only a tool for teaching implementation,but also a model for students to learn,it plays a very important role in language teaching.However,based on the author’s own work experience in Chinese teaching,through classroom observation and interviews with other novice Chinese teachers or skilled Chinese teachers,the author has found many problems existing in Chinese teachers’ classroom teaching language.This paper takes the differences and problems of Chinese teachers’ classroom teaching language as the breakthrough point,compares the differences and problems in classroom teaching language between novice Chinese teachers and proficient Chinese teachers,analyzes the reasons for the problems,and proposes effective solutions to improve Chinese teachers’ classroom teaching language level.This paper selects 36 classroom teaching languages of novice Chinese teachers and proficient Chinese teachers as the research object,and uses classroom observation,recording and interview survey to collect data.By comparing and studying the classroom teaching languages of the two types of teachers,the author finds that: on the one hand,the amount of classroom language of both is significantly greater than that of students;It can be seen that the teaching language level of skilled Chinese teachers is higher than that of novice Chinese teachers.Specifically,from the perspective of lead-in language,novice teachers’ lead-in language takes up a long time,and sometimes spends longer time doing other activities,so they cannot allocate classroom time as flexibly as experienced teachers.Judging from the explanatory language,the explanatory language of the novice teacher is long and often ambiguous in meaning;while the experienced teacher can often explain the problem clearly with the help of examples.Judging from the question language,novice teachers prefer to ask "right and wrong questions" and "group questions";skilled teachers can usually use higher-level questions reasonably and proficiently,and can give students more language output through "guiding questions".Judging from the evaluation language,both types of teachers have more positive feedback than negative feedback.However,the evaluation words of novice teachers are often repeated;in comparison,experienced teachers use more different praise words.From the perspective of instruction,skilled teachers can guide students to correct their own mistakes;while novice teachers usually ask other students to answer or correct their own mistakes.Judging from the concluding remarks,both types of teachers prefer to use homework assignments as concluding remarks.But novice teachers sometimes lack the link of summarizing knowledge;skilled teachers can expand knowledge on the basis of summarizing.Through the comparative study of the teaching language of the novice Chinese teachers and the skilled Chinese teachers,combined with the characteristics of Chinese teaching,this paper puts forward some teaching suggestions for teachers to refer to.Chinese teachers should pay attention to the effective use of classroom teaching language,improve their own literacy,change teaching concepts,and strengthen teaching reflection and summary;especially novice teachers,they should make full use of classroom teaching to organize the entire classroom activities,optimize the teaching language,flexibly introduce the lead-in question.By using wise explanations and artistic questioning,students can gain more confidence in language learning.