A Comparative Study On Language Interaction In Math Teaching On The Basis Of FIAS

Taking about 80% of all teaching behavior, Language interaction is the main way of teaching. According to B·A·C yxomjnhcknn, nothing can match the efficiency of teacher’s language in guiding students. In this sense, to study the language interaction between teacher and students is to reveal the nature of teaching. This thesis aims to provide a reference to the novice teacher by case study.On the basis of Flanders Interaction Analysis System(FIAS) by N. A. Flanders,this thesis offers a microcosmic analysis of language interaction between teacher and students with a comprehensive analytic framework,in which the differences on teaching style of expert teachers and novice teachers are showed by figures and indexes. The framework consists of matrix analysis and dynamic characteristic curve analysis. The former involves analysis of class structure, teaching style, classroom atmosphere,variable of related indexes and innovative degree of questions; the latter comprises study of teaching language, students’ response and classroom interaction(silent or noisy). Taking expert teacher and novice teacher of X high school in Lanzhou as sample,the author recorded the teaching process of two teachers in different class of all the three grades in the school by videos. To suppress the interference of extra factors caused by the differences of teaching content, all the teaching material used in the same grade is homogenous. Then the author analyzed these videos on the basis of framework mentioned above with the help of encode software.By studying the above mentioned cases, a conclusion is joint that the teaching process of expert teacher is differ from novice teacher in four ways. The teaching language of the expert teacher is interactive while that of the novice teacher coincides the character of liner transfer; the classroom atmosphere of the expert one is relaxing,democratic and open while the atmosphere of the novice one features grave, despotism and dominance; pedagogical method of the former is inspiring while the latter’s is descriptive; the mood of the expert teacher is humorous, appreciating and the mood of novice teacher is serious and cheerless.In spite of some limitations, this thesis shows several problems of novice teachers and provides sophisticated example for them so that they can make a difference in the future.