A Comparative Study Of Classroom Management Behavior Between Expert And Novice Chinese Teachers In Senior High School

Effective classroom management plays an important role in improving classroom efficiency and promoting students’ all-round development.It is one of the teaching advocated by the new curriculum reform.The level of classroom management ability of teachers not only reflects the quality and teaching wisdom of teachers,but also relates to the development and growth of students’ learning ability.In the actual teaching process,how teachers should implement classroom management,how to use methods and skills to play the role of classroom management,has always been the focus of academic research and discussion.However,most of the existing researches are to explore the common problems of teachers’ classroom management behaviors,and lack of comparative studies on different types of teachers’ classroom management behaviors,as well as studies on the characteristics of classroom management of different disciplines,which cannot highlight the characteristics of teachers’ classroom management behaviors under the characteristics of disciplines.Based on this,starting from the classroom management behavior,this study specifically studies the similarities and differences of the classroom management behavior of expert and novice Chinese teachers,as well as the problems existing in the classroom management behavior of novice teachers,and completes the following work:First of all,clarify the connotation of teachers’ classroom management behavior.Literature analysis method,defines the connotation and extension of classroom management,according to the characteristics of the behavior and function,on the basis of existing research results,understand the teachers’ classroom management behavior as: teachers constraints,control the bad behavior of students,guide students to engage in learning activities actively,enhance the students’ study effect,coordinating teaching elements of dominant outside activities.Secondly,the analysis framework of this study is constructed.According to the conceptual analysis of teachers’ classroom management behavior and ji Weiwei’s classification of teachers’ classroom management behavior,the analysis framework of this study is divided into two aspects: one is speech act,including evaluation language,knowledge language,instruction language,inquiry language and quasi-language;The second is non-verbal behavior,including body language and facial language.According to these indicators,questionnaires,classroom observation tables and interview Outlines were established to conduct a questionnaire survey of 100 teachers,classroom observation of 8teachers and interview of 8 teachers.Finally,according to the analysis framework,the characteristics of the two types of teachers in each dimension are analyzed,and the similarities and differences of the classroom management behaviors of the two types of teachers as well as the characteristics of the classroom management behaviors of teachers in the context of Chinese subject are summarized and analyzed from their respective characteristics.According to the research results,the overall characteristics of teachers’ classroom management behaviors under the background of Chinese subject are targeted and diversified.Nonverbal management behavior is natural,smooth and emotional.By comparing the characteristics of the classroom management behaviors of expert teachers and novice teachers,it is found that the similarities of the classroom management behaviors of the two types of teachers are as follows :(1)the speech behaviors are motivational;(2)Non-verbal behaviors are highly supportive and mostly cooperate with speech classes.The differences are: speech: expert teachers are superior in quality;Non-verbal: expert teachers are more infectious.The specific differences in each dimension are as follows:(1)Evaluation language: expert teachers are rich and specific,while novice teachers are single and general;(2)Knowledge language: expert teachers are good at connecting with reality,the novice teacher is empty of reason;(3)Inquiry language: expert teachers timely use,novice teachers ignore and ignore;(4)Instruction language: expert teachers are indirect and euphemistic,while novice teachers are straightforward;(5)Type of language: expert teachers are changeable,while novice teachers are conservative and inactivated;(6)Body language:expert teachers cooperate properly,novice teachers mismatch solidification;(7)Expression language: expert teachers are flexible and moderate,while novice teachers are rigid and serious.For the differences presented,the problems of the classroom management behavior of novice teachers compared with expert teachers are further analyzed,which are as follows :(1)the evaluation language is repeated and single,and lacks follow-up improvement;(2)The penetration of humanities is not strong enough,and the characteristics of disciplines are not prominent enough;(3)Ignorance of the cohesive function of inquiry and weak awareness of regulating classroom rhythm;(4)The body language is mechanical and restrained,and the expression language is not effective and flexible;(5)The consciousness of comprehensive use of speech act and non-verbal act is not strong,and the behavior coordination is disjointed.Then analyze the causes of the problems,including :(1)weak language and writing skills,lack of effective feedback;(2)Lack of teaching experience and subject awareness;(3)Lack of functional understanding and weak reflective consciousness;(4)Different personal temperament and lack of individuality in management behavior.In order to accelerate the growth of novice teachers in classroom management,five specific development paths are proposed :(1)improve Chinese literacy,enrich the vocabulary and sentence pattern of evaluation language;(2)learn lessons from expert teachers and construct subject consciousness;(3)Improve the knowledge structure of non-verbal management behavior and optimize portfolio management behavior;(4)Pay attention to the timely use of inquiry language,give play to the auxiliary role of quasi-language;(5)Strengthen the reflection of management behavior,pay attention to the skill of management.