A Comparative Study Of Teacher-Student Verbal Interaction Between Novice Teachers And Core Teachers In The Classroom Based On IFIAS

In the "Opinions on Comprehensively Deepening the Reform of Teacher Construction in the New Era",it is proposed that "Education is the most important plan of the century;teachers are the most important plan of education",and the state attaches great importance to teacher education.To achieve self-professional development,teachers should focus on reflection and accumulation in their daily work,and the most important part of teachers’ daily work is classroom teaching,and teachers who grasp the verbal interaction between teachers and students in classroom teaching also grasp the essence of classroom teaching.Therefore,the study of teacher-student verbal interaction in classroom teaching is of great significance to teachers’ professional development.In this study,three core teachers and three novice teachers in the same classroom were used to analyze the characteristics of teacher-student verbal interaction between core teachers and novice teachers in six dimensions: classroom verbal structure,teacher’s teaching style and tendency,teacher-student emotional atmosphere,questioning characteristics,students’ speech,and overall classroom situation.The study also analyzed the problems of novice teachers’ classroom verbal interactions and provided practical suggestions for novice teachers’ professional development.Through the analysis,this study found the following characteristics of classroom teacher-student verbal interaction between core teachers and novice teachers:(1)compared to core teachers,novice teachers had a higher proportion of teacher speech,a lower proportion of student speech,and a higher proportion of silence;(2)core teachers’ teaching style tended to use indirect control and positive influence,while novice teachers tended to use direct control and negative influence;(3)the six teachers and students did not have a very obvious emotional atmosphere Compared with the novice teachers,the core teachers gave more positive feedback to students,and the classroom emotional atmosphere was more cordial and less disconnected;(4)Compared with the core teachers,the novice teachers asked a smaller proportion of questions,asked a lower proportion of directly related language,asked a higher proportion of closed questions,asked a single object,asked a single mode of questioning,had a weaker ability to reason and answer,and did not pay attention to classroom generation;(5)Compared with the core teachers,the novice teachers’ classroom students were passive and silent.The novice teachers’ classrooms have a higher proportion of passive responses and a lower proportion of active responses,and there is no active questioning or active discussion in the classroom;(6)the novice teachers have higher teacher discourse in all aspects of teaching,with less fluctuation in the curve,while the core teachers’ classrooms have more fluctuation in teacher discourse and more crests in the students’ dynamic curve,and the novice teachers stay at the level of imparting subject-specific knowledge and do not focus on cultivating Students’ abilities.Based on the comparative study between novice teachers and core teachers’ classrooms,the following five suggestions were made for novice teachers to improve the quality of classroom verbal interaction:(1)constantly update the educational concept and optimize the classroom verbal structure;(2)give positive feedback to students to create a good classroom atmosphere;(3)pay attention to classroom questions to improve the ability to reason and answer;(4)pay attention to ability development to promote literacy;(5)be good at reflection and establish the concept of lifelong learning.