The Primary Language Of The Expert Teachers And Novice Teachers Teaching Speech Case Studies

Primary Chinese education is a great part in elementary education of our country, and its quality is connected closely with implementation of elementary education. High quality primary Chinese education depends on high quality primary Chinese teacher. The validity of teachers'teaching language is an important criterion of evaluating teachers'teaching quality. Primary Chinese teachers of high quality are not born to like that, and there is a transition from probationary teacher to professional teacher.This research explores the difference between a professional teachers'teaching language and a probationary one teaching Chinese in primary school by making a comparison between them. And the cause of forming the difference is also referred to in this research. It is from point of view of questioning, explaining and assessment. Literature search, case analysis, interview and observation are applied in this research.The result of the research claims:Questioning: first, the aim of professional teacher's questioning is more definite than probationary one. For example, the direction of the question is consistent with its proper function; questioning forms layers and represents different degrees. Second, there is the problem that questions are clear and obscure by professional teacher and probationary one. But the obscure questions provided by professional teachers are incidentally, this kind phenomenon is just unconsciousness for probationary one. Third, the difficulty of the questions put forward by professional teacher is more proper than probationary one.Explaining: First, the professional teacher teaching Chinese in primary school explains more accurate than the probationary one. For example, the content is scientific and language is accurate and proper. Second, the professional teacher can find more suitable chance to explain.Assessing: First, both the professional teacher and probationary one can combine positive & negative assessments organically, and all assessments are authentic. Second, the professional teacher's assessment is more detailed and pertinent.Generally speaking, the teaching language of professional Chinese teacher is more valid than the probationary one.The referring differences are mainly caused by two parts. First, the professional teacher's attention on pupils'existing is different from the probationary one. Second, the professional teacher's knowledge about Chinese education, Chinese curriculum and pupils is different from the probationary one.In order to advance validity of probationary Chinese teacher's teaching language in primary school, we believe that, first, and an independent curriculum on oral expression must be set in the teachers'pre-service training. Corresponding metrology must be by transfer from"Theory First"to"Theory & Practice Addressed", and more time is allotted to educational practice. Second, the analysis on teaching cases and new thinking about education are emphasized in teachers'in-service training, so that teachers can master pupils'language characteristic, act characteristic and thinking way.