Research On The Interaction Of Teachers And Students In Classrooms Of Novice Chinese Teachers

Novice teachers face a variety of difficulties when entering school,including inefficient teacher-student verbal interaction.Good teacher-student verbal interaction can develop students’ thinking and ensure high-quality teaching quality,which is the key to effective teaching.Under the popularization of education informatization,education informatization has penetrated deeply into the classroom.However,the application of information technology education in China started late,the use of information technology to improve the teaching level is not high,especially the rapid solution of the problems of classroom interaction of novice teachers,the lack of qualitative and quantitative combination of mixed analysis,it is difficult to accurately put forward a comprehensive and effective strategy,the above problems need to be solved urgently.The study took the examples of four language novice teachers with a high level of informatization in Hunan as the object,and used the hybrid analysis method to compare the novice teachers’ courses with the ministerial excellent courses.Combined with the teaching record,the teaching content of the four groups of lessons,the predetermined teaching goals,the teaching achievement goals and the teaching link design are qualitatively analyzed.Using information technology tools,the verbal interaction between teachers and students of new language teachers in four groups of lessons under the wisdom lesson system and the i FLAS system was quantitatively compared.It is concluded that the speech of teachers and students of new language teachers has four characteristics: teacher centrality,language hollowness,speech inefficiency and link arbitrariness.Teacher centrality is composed of teachers asking questions and answering themselves,teachers speaking too much,student-student interaction is rare,and students’ answers are passive;language hollowness is reflected by weak speech creation situations,less positive teaching speech,more repetitive language of teachers and poor classroom organization ability;speech inefficiency is composed of question bias,eagerness to answer,single evaluation and transitional rigidity;and the arbitrariness of links is highlighted by the one-sided preset of lesson preparation,the sense of goal is not strong,the introduction is almost omitted,and the literacy is not paid enough attention.In addition,from the four aspects of changing teachers’ concepts,improving language aesthetics,optimizing teaching links and realizing self-reflection,the strategy of language interaction between teachers and students of new language teachers is proposed.