A Comparative Study On The Teaching Behavior Of International Chinese Education Beginning Teachers And Experienced Teachers

International Chinese education bears the dual mission of promoting and disseminating the Chinese language and culture.Improving the classroom teaching behavior of international Chinese teachers is a key area in building and developing the discipline of international Chinese education,as well as a necessary stage in enhancing the professional quality of international Chinese teachers.It is also an effective path to ensure the scientificity and effectiveness of international Chinese classrooms.This study aims to explore the teaching behavior characteristics of beginning and experienced international Chinese teachers and their influencing factors,in order to provide an effective path for optimizing the teaching behavior of beginning international Chinese teachers.This study selected D University and C University as two case schools,and after comprehensive consideration,ultimately selected two beginning teachers,two experienced teachers,and two deans from the International Chinese Education Schools of the two schools as the research objects.A qualitative research approach was chosen,using a case study strategy.Classroom observations were conducted on the same course taught by the two beginning teachers and two experienced teachers.Teaching behavior frequency statistic analysis and descriptive analysis were used to reveal the differential and common characteristics of teaching behavior in international Chinese beginning and experienced teachers.Research data was collected through classroom observations,teacher interviews,and dean interviews,to analyze the specific factors that influence the teaching behaviors of beginning and experienced teachers at individual,institutional,and external levels.Based on the research results,further optimization paths for the teaching behaviors of international Chinese beginning teachers were proposed from the perspectives of teachers,schools,and society.This study found that there were common and differential features in the main teaching behaviors of international Chinese beginning teachers and experienced teachers as follows:(1)In terms of teaching presentation behavior,the frequency of presentation behavior per unit of time was high.beginning teachers used more audiovisual presentation behaviors and fewer text presentation behaviors than experienced teachers.They also had a tendency for single language presentation types and a lack of empathy in action presentation behaviors.beginning teachers tended to present language in a rote and mechanical manner,while experienced teachers were skilled at constructing contextualized situations.(2)In terms of teaching guidance behavior,beginning teachers had fewer instances of guidance behavior than experienced teachers,and their small group guidance behavior lacked appropriate supervision,often using "homogeneous grouping," while experienced teachers used "heterogeneous grouping."(3)In terms of teaching questioning behavior,beginning teachers used less frequent and effective prompting and interactive questioning behavior than experienced teachers.beginning teachers had a "disjointed" questioning style,while experienced teachers had a "progressive" style.beginning teachers tended to focus on structural questioning,while experienced teachers tended to focus on situational and structural questioning.(4)In terms of teaching feedback behavior,both beginning and experienced teachers focused on providing feedback on knowledge and skills.However,beginning teachers provided less feedback on emotional attitudes,and their feedback behavior had a "separation of action and emotion"characteristic,while experienced teachers’ feedback behavior was characterized by"encouraging action through emotion." beginning teachers’ feedback behavior was somewhat"showy but not practical," while experienced teachers’ feedback was "in-depth and meticulous.”There are common characteristics and differences in the auxiliary teaching behaviors as follows:(1)In terms of cultivating and stimulating learning motivation,experienced teachers pay more attention to cultivating and stimulating the inner learning needs of international students than beginning teachers,which are more motivating and challenging,and can evenly use behaviors that cultivate and stimulate intrinsic needs,as well as external incentives;experienced teachers are better at using attractive teaching methods and content to stimulate Chinese language learning interests than beginning teachers.(2)In terms of educational information technology application behavior,both beginning and experienced teachers are good at using courseware for teaching;beginning teachers are better at using network resources,mobile apps,and innovative games for teaching assistance,but their courseware use efficiency is lower than that of experienced teachers.(3)In terms of classroom reinforcement technology application behavior,both beginning and experienced teachers’ classroom reinforcement behaviors have intermittent characteristics;beginning teachers use a single and relatively fixed classroom reinforcement method more often than experienced teachers;beginning teachers’ language reinforcement behavior is weakly verbal,while experienced teachers show strong verbal reinforcement behavior;beginning teachers’ nonverbal reinforcement behavior is slightly unconscious compared to experienced teachers.There are the following common and differential characteristics in terms of classroom management behavior:(1)In terms of cultural conflict management behavior,both beginning and experienced teachers mainly use student-to-student cultural conflict management behavior;beginning teachers exhibit a higher frequency of student-to-student cultural conflict management behavior and show a "superficial" characteristic,with a tendency to "actively avoid" teacher-student cultural conflict management behavior and a lack of negotiation;(2)In terms of time management behavior,beginning teachers have more uniform time management than experienced teachers,with a relatively small proportion of time management behavior invested in practice sessions,and different and relatively inefficient time management targets in the classroom practice sessions;(3)In terms of environmental management behavior,both beginning and experienced teachers pay attention to physical environmental management behavior;experienced teachers exhibit a higher frequency of psychological environmental management behavior than beginning teachers and attach more importance to educational equity and the psychological distance between teachers and students.This study also found that the teaching behavior of international Chinese language teachers is influenced by multiple factors at the individual,school,and external levels.Individual factors include professional ethics and beliefs,professional knowledge and skills,teaching reflection and learning,personal experience and traits,etc.;school factors include management systems,professional activities,relevant personnel,and objective conditions,etc.;while external factors include social and cultural backgrounds,relevant national policies,and professional activities outside of school,etc.Based on the above research results,this study proposes the following optimization path for the teaching behavior of international Chinese language beginning teachers: from the perspective of teachers,it is necessary to establish the professional position of beginning teachers and establish correct ideal beliefs;comprehensively use various channels to enrich the knowledge of international Chinese language subject teaching.From the perspective of the school,it is necessary to innovate and implement the "teacher-apprentice system" and create a harmonious and communicative college culture atmosphere;improve the management system of the school to ensure the development of beginning teachers’ teaching abilities.From a societal perspective,it is necessary to broaden the source of entry education funding,establish special funds for the development of international Chinese language beginning teachers;integrate resources from international Chinese education organizations and optimize the development platform for beginning teachers.International Chinese teachers are professionals engaged worldwide in the teaching of Chinese as a second language.The teachers’ professional ability is the foundation of the scientific and effective teaching activities and thus,to implement standardized effective teaching behavior in classroom teaching is an urgent problem in international Chinese education.The purpose of this study is to explore the differentiation,regularity and influencing factors of classroom teaching behavioral representation between junior and senior international Chinese teachers.This study adopted the researching orientation of combination of quantification and quality,and the comparative researching method of combination of multiple case studies and tool studies.Two senior teachers and two graduate students from the School of International Chinese Education of D University in Jilin Province were selected as the main research objects.Through classroom observation,thematic interviews,after-class interviews and teaching video analysis of four teachers,the case data were collected,supplemented by relevant teaching materials and questionnaires in the researching process.This study compares the frequency differences of teaching behaviors between junior teachers and senior teachers based on quantitative data,and then makes a qualitative analysis of the teaching records of the four teachers,so as to compare the advantages of senior teachers in classroom teaching and the shortcomings of junior teachers,and then summarizes the experience and strategies to promote the transition of junior teachers to senior teachers from the personal,school,and social level.Based on the problems existing in the teaching behavior of experienced teachers and the research conclusion,the author gives the following suggestions for the teaching behavior of experienced teachers: In the main teaching behavior,the individual creativity of classroom teaching behavior should be strengthened,and the individual factors such as teaching experience,vitality,attitude and will should be reflected in the classroom teaching behavior;In the aspect of auxiliary teaching behavior,experienced teachers should strengthen their own digital teaching ability and interest,make appropriate use of educational information technology,improve the effectiveness of teaching behavior;In the use of classroom reinforcement techniques,we should improve the application of nonverbal reinforcement techniques,especially make full use of the powerful advantages of body language.As the overall orientation of this study is based on the starting point of international Chinese beginning teachers,the reference point of experienced teachers,and the purpose of promoting the improvement and development of beginning teachers,the teaching behavior of beginning teachers has more room for improvement.