A Comparative Study Of The Classroom Teaching Behaviors Of Novice And Expert Teachers Of Junior High School Biolog

Classroom teaching is the primary way to cultivate students and also the specific reflection of curriculum reform.Its essence is the process of interaction and influence between teachers and students.Teacher-student interaction behavior is a key component of classroom teaching.Good interaction between teachers and students can not only improve the quality of education and teaching,but also promote the development of both teachers and students.Therefore,more and more scholars begin to pay attention to the study of classroom teaching behavior.Are there any differences in classroom teaching behaviors between novices and experts?What factors contribute to these differences? What can the new teachers do to improve their teaching level quickly? In order to solve these problems,this study takes 100 new classes of novices and expert teachers in internship schools and the platform of " National Public Service Platform for educational resources" as research samples,takes improved Flanders interactive analysis system(i FIAS)as the main research tool,and studies the classroom teaching behavior of novices and expert teachers from three aspects: teacher-student interactive behavior,teacher’ s classroom questioning behavior,and student’ s response behavior from the perspective of qualitative and quantitative combination,Teacher-student interaction behavior is the focus of the whole study.First of all,coding and matrix analysis are carried out from the macro aspect to understand the characteristics of two types of teachers’ classroom teaching behavior as a whole.Secondly,the ratio analysis of teaching video interaction coding is carried out from the micro aspect,and detailed comparative analysis is carried out from the perspective of classroom structure,teachers’ tendency and style,and curve analysis.Based on the analysis of the three aspects,summed up the new teachers in the classroom teaching behavior of short board,and put forward targeted improvement promotion strategy,for the professional development of new teachers to provide power.The research shows that there exist the following problems in the classroom teaching behavior of new teachers:(1)Teachers are in the role of controller and master the discourse power in the classroom;(2)Teacher-student interaction model is single,the main imbalance;(3)the emotional communication between teachers and students is not enough,ignore the incentive effect;(4)The teacher’s question type is single,the question design is unreasonable;(5)students answer enthusiasm is not high,thinking tends to solidifyIn order to solve the above problems,the following strategies are put forward:(1)reasonably positioning the role of teachers and students in the classroom and giving the classroom back to students;(2)Changing classroom interaction mode to promote students’ personality development;(3)Constructing harmonious communication atmosphere and paying attention to encouragement and praise;(4)Adopting diversified questioning methods and designing questions in layers;(5)cultivate students’ problem consciousness,expand students’ thinking.