A Comparative Study Of Teaching Language Between Master Of Education And Excellent Teacher In Mathematics Classroom

Classroom teaching language is the core means for teachers to deliver information to students in classroom teaching.Classroom teaching should be carried out smoothly,and information and emotional communication and communication between teachers and students should be effectively carried out to complete teaching tasks and achieve teaching goals.The degree depends on the teacher's language of instruction.As a new force for future teachers,the Master of Education is also particularly important for its cultivation.Previous studies have focused on the teacher's classroom instruction language or the training model of the master of education,and have not combined the two to conduct research.This study is dedicated to finding ways to strengthen the cultivation of masters of education through the analysis of classroom instructional language.This article adopts the literature research method,through sorting and analyzing the literature,to understand the current basic situation of enrollment of masters of education in China and the cultivation of mathematics education masters by universities,the types of classroom teaching languages of mathematics teachers,and the process and method of TIMSS video coding;The video analysis research method and the comparative analysis method were used to select each class of the mathematics education master and excellent mathematics teachers for video recording,and the classroom teaching language of the mathematics education master and excellent mathematics teachers was encoded.Based on quantitative data comparison,the analysis was analyzed.The problems and deficiencies in the classroom teaching language of the Master of Education,so as to obtain ways and methods to improve the language skills of the classroom teaching of the Master of Mathematics Education;the author conducted a simple interview with the Master of Education after class to investigate the pre-class preparation of the Master of Education,As well as the feelings during and after the lecture,make up for the lack of video analysis.This study obtained the following conclusions by analyzing the data and combining classroom teaching videos:First,the teaching practice ability of the Master of Education is insufficient.Although the Master of Education has a good foundation of teaching theory knowledge,good subject professional knowledge and good language expression ability,most of the actual classroom teaching is "talking on paper".Due to the lack of actual teaching or simulation teaching opportunities,the Master of Teaching has not dealt with some details in teaching enough or the teaching process is chaotic and complicated.Second,the teaching of Master of Education is mainly taught.Although the Master of Education will also ask a lot of questions in the classroom,most of them are mainly questions that require students to directly answer yes or no.The overall depth of student thinking is not enough.In the teaching of knowledge points,most of them are directly explained by teachers,and students do not participate in Among them,the students have not fully understood and mastered the knowledge points.Third,the questioning skills of the Master of Education classroom are weak.Most of the questions raised by the Master of Education are relatively simple and basic questions,focusing on the answers to the questions.This way of asking questions is not conducive to the development of students' logical thinking ability and deep thinking ability,which leads to lower classroom teaching efficiency.Fourth,the teaching language of the Master of Education is not precise enough.In the actual teaching process,it often happens that the Master of Education cannot express what he wants to convey in concise language,or even when he doesn't know how to express or explain it clearly,he only passes a half sentence.Fifth,the Master of Education can give students timely feedback.In the classroom teaching,the Master of Education can give timely feedback to students' answers or questions,and the language of feedback is mostly to encourage students.Sixth,the teaching wit of the master of education is insufficient.In the classroom teaching of the Master of Education,sometimes the language expression of knowledge points is not very clear,and the students cannot understand the content of the knowledge points.At this time,the Master of Education will appear a little flustered,unable to adjust the teaching language in time,and solve the problems of students quickly.