A Comparative Study On Classroom Language Interaction Between Expert Teachers And Novice Teachers In Elementary Math Teaching

It is significant to analysis the classroom language information to grasp the essential characteristics of the class.In the 1960 s,in order to record and Analysis to the System of classroom language,American scholar Flanders(Flanders)proposed the Flanders Interaction Analysis System(Flanders Interaction Analysis System,referred to as FIAS),the System has far-reaching significance for studying the classroom language behavior.With the deepening of the reform of mathematics curriculum,and the growth of the novice teachers received attention of many scholars,improve the their classroom language can improve the classroom efficiency.This study combine Flanders interaction analysis system and classroom observation method,and build a primary school mathematics classroom interaction between teachers and students the research framework of language,tag line analysis framework is divided into matrix analysis,time and classroom language dynamic curvature graph analysis three dimensions,including matrix analysis is divided into classroom structure,style,class teachers emotional atmosphere stability and questions,class features five dimensions.Chooses three groups in the sample selection of expert and novice teacher for primary school mathematics teaching video,each group of teachers teaching lesson are with heterogeneous,compared with expert teachers and novice teachers come to the classroom.Through the analysis,we known novice teacher have shortcomings : in the classroom structure,the teachers’ language ratio is too high and the time allocation is unreasonable.In style tendency,more use the direct teaching language,the neglect to the student’s enlightening induction;In the classroom emotional atmosphere,not good at controlling emotions,teachers and students are not harmonious;In the classroom stability,the interaction mode between teachers and students is single and insufficiency;The traditional monotonous and closed question is too high.On the basis of the research,some Suggestions are put forward: first,improve the classroom structure and improve the students’ right to speak;2.Emphasize classroom interaction and use diversified interactive methods;3.Adjust the classroom atmosphere and pay attention to the encouragement and praise of students;4.Improve the questioning behavior and strengthen the design of open questions;Fifth,strengthen teaching reflection,efforts to improve their own quality.It is hoped that these Suggestions will promote the professional development of novice teachers.