A Comparative Study On Classroom Real-Time Evaluation Behavior Of Novice And Proficient Geography Teachers In Senior High Schools In Fuzhou

The rise of the latest round of geography curriculum reform puts forward higher requirements for the current and future classroom teaching and educational research to cultivate students’ Geography core literacy.Teachers’ teaching classroom is the main position and important carrier of students’ learning.How to improve the effectiveness of classroom subject teaching has become one of the key topics of educational academic research in recent years.As the leader of the classroom,teachers’ teaching behaviors will have an impact on teaching.Paying attention to the real-time evaluation behavior of geography teachers in classroom teaching,compare the differences in thinking and skills between novice geography teachers and proficient ones with certain teaching experience and teaching skills in classroom real-time evaluation,and developing teachers’ ability to use professional knowledge and skills to cultivate students’ ability to solve practical problems and develop discipline quality is of great significance to improve the effect of geography classroom teaching,It is of great significance to comply with the guidance of the new curriculum concept.By using Flanders interactive analysis system and classroom observation,this study investigated the current situation of classroom real-time evaluation of novice and proficient geography teachers in Fuzhou standard high school.The results show that:(1)To some extent,both types of teachers can use real-time evaluation to comment on students and improve the classroom atmosphere.The frequency of skilled teachers is still slightly higher.(2)Novice teachers’ immediate evaluation is shorter and simpler,and their nonverbal evaluation behavior is less than that of proficient teachers.(3)Proficient teachers have more diversified ways of linguistic and immediate evaluation.Through the way of follow-up evaluation or infiltration of geographical knowledge,the degree of classroom interaction and the number of students’ active answers are higher than those of novice teachers.The research further used the methods of questionnaire and interview to analyze the influencing factors and degree of the above two types of teachers’ classroom immediate evaluation behavior.The results show that there are many influencing factors on the classroom immediate evaluation behavior of the two types of geography novice and proficient teachers,including teachers’ basic level and knowledge structure,teaching wit,evaluation pre-class design,differences in learning situation and teaching content,teachers’ psychological tendency,teaching experience and thinking,among which the expression and design of immediate evaluation,motivation and personality attitude,discipline knowledge and skills and their extraction have a great influence.Based on the above research,it is proposed that novice geography teachers can improve from the following aspects:(1)To strengthen the importance of classroom real-time evaluation,we can strengthen the effect of evaluation and promoting learning by combining interrogative tone,increasing the use of nonverbal real-time evaluation behavior,more infiltration of geographical knowledge in content and other teaching behaviors.(2)Advocate accumulation and pay attention to the dabbling of all kinds of knowledge and the arrangement of subject knowledge structure.(3)Take more classes,think more,make good use of resources and exercise yourself in the actual situation.(4)We should focus on students and the classroom and avoid the imbalance of evaluation caused by our own preferences.Finally,the research puts forward the classroom immediate evaluation strategy and carries on the case design.