A Comparative Study On The Behavior Of The Teachers And The Novice Teachers In The Elementary School Mathematics Expert Teachers

Since entering in twenty-first Century, the focus of our country’s education work has shifted from the solution to the contradiction of the amount of the solution to the problem of solving the contradiction between the quality and the solution. Promote the development of teachers’ professional development has been more and more attention by the Department of education in charge of all over the country and the responsible person of the school.Especially the new curriculum reform is in full swing, the role of expert teachers is particularly important. However, it is not easy for the novice teachers to grow into the expert teacher. In recent years, a lot of research on novice teachers and expert teachers. But, this study selected a common teaching behavior of both of them. As the saying goes, the details determine success or failure, looking to see the whole picture. Classroom questioning is an important part of primary school mathematics classroom teaching. It is important to understand students’ classroom learning situation, to increase the exchange of students and students, and to promote students’ understanding of mathematics knowledge and law. This paper is to provide some suggestions for the development of the primary school mathematics classroom questioning by the comparative study of the teachers and the novice teachers in the classroom questioning behavior.This research project is divided into five parts. The fist part: overview of related research. The concept of expert teachers, novice teachers and classroom questions are defined and the relevant research and domestic and foreign research about novice teachers and expert teachers and domestic and foreign research on the teacher’s classroom questioning. The second part: research design. Two primary school teachers and expert teachers were selected as the research object, and the research methods of classroom observation, interview and recording were used to explain the process of the research on the problems of the novice teachers and expert teachers in primary school. The third part: comparison and analysis. The selection of the study case from the number of questions, time accounted for, the frequency of the question type, question type, question way; the way these four aspects to compare research and analysis. The fourth part: conclusion and revelation. Through the research of this subject, the author analyzes the problems existing in the classroom questioning behavior of primary school teachers in elementary school, and summarizes the advantages of the primary school teachers. The fifth part: Concluding remarks. From the research of this subject, the author puts forward the idea of improving the classroom questioning of novice teachers; affirms the innovation points of the research in the subject;objective analysis of the existing problems in the research process, and the subject of the study.