This paper takes the classroom teaching language as an entry point and heterogeneous forms for the same subjects as an example, comparing the teaching languages of chemistry novice teachers and expert teachers in middle school. The author hope to draw the differences, and puts forward related suggestions. The author takes the teaching language as the main line of study, and retrieves the completed research literatures over the years, and based on combing and analysis of related literature at home and abroad, the author found that research on teaching language is mainly divided into two aspects, on the one hand is qualitative research, mainly summarize the teaching language characteristic and the request for language teaching, on the other hand is quantitative research. Some domestic scholars continuously introduced advanced research tools from abroad for quantitative research, and some scholars also according to our country’s basic national conditions and current teaching situation, improving foreign research tools and the developing the new research tools. This paper combined with its own research needs and put forward the research method that based on Flanders interaction analysis system and S-T study as a supplement, analyzing the four class examples of heterogeneous forms for the same subjects, and a total of twelve regular classes. Respectively, comparing from the classroom emotional atmosphere, teaching styles and tendency, classroom language structure in detail. The author hope to draw the differences of teaching languages between chemical expert teachers and novice teachers, and puts forward related suggestions to promote the growth of the novice teachers.This article is composed of three parts, namely introduction, main body and conclusion.The first part (Chapter 1) is the introduction. This article embarks from the present situation of teachers structure, combining the recent years related documents about deepening education reform issued by the state, illustrating the background and significance of the comparative study on the expert teachers and novice teachers, then makes a detailed explanation to the study samples.The second part (Chapter 2-4) is the body part.Chapter 2 is the outlines of theoretical basis, from the perspective of theory, the author defined the concepts of expert teachers and novice teachers, language and teaching langugae, summarizing related teaching languages’literatures at home and abroad, then describing the Flanders interaction analysis system and S-T method in detail.Chapter 3 is data processing part, processing the twelve regular lesson videos and recording each class interaction analysis code and major classroom events, and then compared from the emotional atmosphere, teaching style and tendency, the structure of language, and whether it met with the new curriculum concept, drawing the comparison conclusion of each class example.Chapter 4 is results and suggestions, the author nalyzing four classes example comparison results, summarizing the differences between expert teachers and novice teachers in teaching languages.and then put forward relevant strategies and suggestions, and help the novice teachers improve their teaching abilities as soon as possible, in order to near to the expert teachers. Finally, the author tried to explain deficiencies of this research.The third part (Chapter 5) Conclusion. |