Effectiveness Of Teacher Talk

Language, since it appeared, has became the important access for communicating and preserving our culture. Education, however, as access to preaching, teaching and solving doubts by human being, is also relied on the function of language. To some extent, we may say, language is essential for all of the activities in the education. Because of this, the teacher talk becomes our research subject, and analysis the primary mathematics teacher talk by Quantitative Techniques and Qualitative Techniques. The study finds that we should consider some factors as follows.In the first, from the quantitative analysis, we should take into account the following factors: First, time controlling of effective teacher talk. For primary mathematics class instruction, especially for the new lesson of mathematics class instruction, to avoid teaching in a hurry at the end of the class instruction, teacher should reasonable arrange teacher talk in every sessions, so that we can achieve effective teaching within the given time. Second, effective teacher talk should consider the starting point of students’ cognition and traits of mathematics knowledge. As students in the primary school, the effective teacher talk should consider the traits of primary school students’cognition and chose the appropriate teacher talk to communicate with student, so that the class instruction can move successfully. In addition to, the traits of mathematics knowledge should also take into account by teacher. Third, the practicalities of effective teacher talk. We know that the effective teacher should aimed at practicalities from our analysis of teacher feedback. That is to say, we should choose teacher talk based on practicality, rather than consciously meet some theory and examples. Fourth, effective teacher talk should make adjustment according to the different situation. In class teaching, every department has its’ own purpose, and ends sometimes decide means. So the teacher talk varies in class teaching, and we should reasonable arrange our teacher talk.On the other hand, from the qualitative analysis, we should take into account the following factors:First, we should consider various teacher’ question language and the effective way to question, it is the prerequisite to the effective teacher question. Second, we should consider the pertinence of the teacher’ question, if we hope the students move in our plan, the pertinence is necessary. Third, the effective use of suggestive question, repeated question and abridged question. Every type of question has its’ own using situation, so the teacher should consider these situations for effective using different types of question. Fourth, the question language should have logic. As mathematic teaching, teacher should develop the students’ logical thinking capability, and the logic of teachers talk affects the students’logical thinking capability. So we should consider the logic of teacher talk. Fifth, the question language should consider the different leaning style between students and the key moment of using question. Sixth, the effective use of teachers’ feedback. We should carefully listen to what students say and use teacher’ feedback effectively, such as type of question closely and strong emotion.These are our thinking of effective teacher talk. We hope it have some inspiration to the class teaching.