Case Study On Teaching Sensitivity Behavior Of Novice And Experienced Teachers

Teachers teaching sensitivity is in the activities of children's emotion,behavior,the sensitive awareness of problems or difficulties encountered,correct understanding and effective response,embodies the teachers in the teaching of children's emotional sensitive capture,behavior guide suitability and supportive of problem solving,is the important of teacher professionalism,is an important content of teacher professional development.The enhancement of teachers' teaching sensitivity can trigger teachers' practice reflection,stimulate teachers' internal development motivation,so as to improve teachers' teaching behavior,improve teaching quality and realize the sustainable development of teachers' profession.Among the factors that affect teachers' teaching sensitivity,teachers' own practice experience and growing environment are the most important ones.Based on the teaching situation of kindergarten,this study adopts the paradigm of case study to observe and interview the teaching sensitivity behaviors of a novice teacher and a skilled teacher in the second class of primary school of W kindergarten,and make a comparison to analyze the commonalities and differences of the teaching sensitivity behaviors of novice and skilled teachers.It also explores the influencing factors of the difference in teaching sensitivity behavior between novice and skilled teachers,and finally puts forward Suggestions for the improvement of teaching sensitivity behavior of novice teachers.In this way,it can stimulate the development potential and motivation of novice teachers,strengthen the reflection of novice teachers on their own teaching behaviors in actual teaching activities,actively absorb the teaching behaviors of skilled teachers with reference,and continuously improve the sensitivity of teaching behaviors.Through comparison,it is found that there are similarities and differences in teaching sensitivity between novice teachers and experienced teachers.In general,the teaching sensitivity of novice and experienced teachers is characterized by behavior guidance and problem solving.Specifically speaking,both novice and skilled teachers are guided mainly by children's negative behavior,guided mainly by normative language,mainlyby behavior demonstration and operation demonstration,and mainly by encouragement and praise.The difference of teaching sensitivity behavior between novice and experienced teachers is reflected in the difference of teaching sensitivity behavior events,behavior performance and behavior characteristics between novice and experienced teachers.In particular,novice teachers are less sensitive than experienced teachers.There are different emphases in the three dimensions of emotional support,behavioral guidance and problem solving.The difference of behavior characteristics is that the teaching sensitivity behavior of novice teachers has the external trigger,while that of experienced teachers has the initiative.The novice teacher has the activity restriction,the mature teacher has the child's subjectivity.The main factors affecting the difference of teaching sensitivity behavior between novice and experienced teachers are educational concept,practical teaching experience and teachers' own professional ability.Specifically,the differences in teaching concepts and children's concepts between novice teachers and skilled teachers,the differences in class management and professional training experience,and the differences in perceived reflection,support guidance and feedback evaluation affect their teaching sensitivity.The ways to improve novice teachers' teaching sensitivity behavior are as follows: first,change the educational concept,transform passivity into initiative,and show teachers' initiative in constructing teaching process and paying attention to children's development;Secondly,teachers should pay attention to their own teaching behavior to improve their sensitivity,which is manifested by teachers' attention to their own supporting behavior,guiding behavior and responding behavior,so as to improve their sensitivity to emotional support,guiding behavior and problem solving.Finally,based on the practice of kindergarten,teachers seek independent development,which shows that teachers actively learn and communicate with skilled teachers and take the initiative to participate in professional training,so as to continuously improve the professionalism of teaching behavior and realize independent professional development.