A Case Study On The Teaching Language Style Of Mathematics Teachers In Grade One Of Senior High School

Classroom teaching is mainly realized by means of classroom teaching language,which is the most basic teaching behavior of teachers,so it is necessary to study the classroom teaching language of mathematics teachers.By means of video coding analysis,questionnaire investigation and interview,this paper analyzes the classroom teaching language of the same class of three mathematics teachers in senior one,in which teacher a is an expert-type male teacher,b teacher is a skilled male teacher,c teacher is a skilled female teacher.Through the contrast,we can find out the style features of teachers of different levels and genders in the use of classroom teaching language,that is,teachers in different types of teaching language,language expression in the teaching process of proposition,the use of metaphorical language in the performance of the comprehensive characteristics.According to the types of teaching language,classroom teaching language is divided into seven categories and coded.The results are as follows:(1)all three teachers pay attention to the use of questioning language and declarative language.(2)teachers a used more elicitation language than skilled teachers;(3)teachers C used more words than teachers a in feedback language and motivational language.The analysis of the language expression in the process of proposition teaching shows that teacher a is more rigorous and scientific than the other two teachers.This paper analyzes the use of metaphorical language and finds that:(1)the three teachers do not use metaphorical language much,but teacher a uses it twice as much as other teachers;(2)the three teachers used location container metaphors in the same way and for the same purpose.(3-RRB-teachers a used structural entity metaphors more often than the other two teachers.Comprehensive analysis of the use of classroom teaching language: a teacher’s teaching language humor,vivid image.B teacher’s language is natural and simple.C teacher’s words are impassioned and the atmosphere is warm.According to the students’ questionnaire,we know that the students have a good evaluation of the three teachers’ teaching language,and they prefer motivational language and feedback language,and they also hope that the teachers use metaphorical language in the lead-in of new lessons.Through the interview with the teachers,we know that the three teachers all think that the good teaching language has a positive impact on the students,and we also know the three teachers’ positioning cognition of their own teaching language style.A comprehensive analysis found that,the style of expert teachers in classroom teaching language is more advantageous than that of skilled teachers: expert teachers use more feedback language and question language than skilled teachers;The use of metaphorical language by expert teachers is more frequent than that by skilled teachers,and the allocation of metaphorical language is more reasonable in each teaching link.There are some differences in the classroom language of teachers of different genders: female teachers are better than male teachers at using praise language to praise students;male teachers spend the most time in the explanation of example problems,the female teachers spend more time on the new knowledge explanation.Finally,some suggestions are given from the aspects of teachers’ language training,teachers’ self-development and the use of teaching language:(1)teachers’ language training courses should be set up properly in schools and relevant educational departments,and the training mechanism should be improved.(2)teachers themselves need to strengthen learning and design and use classroom teaching language reasonably.It is suggested that encouragement language and feedback language should be used more,and metaphor language should be used properly to promote students’ understanding of the essence of mathematical knowledge.