A Case Study Of Student Teacher's Mathematics Classroom Language Interaction Structure And Ability Development

The new curriculum reform has required that teachers should not only teach students knowledge on science and culture,but also help students on their development on practical skills and innovative spirit.Also,the teaching patterns of'independence,cooperation,and exploration' are advocated and encouraged.In this regard,when organizing teaching activities,teachers should be the guider in students'study and the organizer in classroom teaching rather than the absolute authority in the classroom.Therefore,a higher classroom linguistic communication ability is required for teachers.The improving process on the classroom linguistic commication of an intern teacher is studied in this research through the analysis of this intern's classroom language ability,to provide theoretical basis and reference for future studies on teachers' classroom teaching communication language.The classroom language interaction structure in the first class,the last class of the first month,and the last class of the whole internship of the intern teacher was studied to observe the improvement on classroom language ability of this intern teacher.The research process includes the following 3 main aspects.Firstly,questionnaire about students' evaluation on teacher's classroom language for the 3 periods was conducted.The evaluation content included the drawbacks that the intern teacher had on class interaction language compared to the students' regular teacher,the improvements that the intern teacher made through the former teaching practice,and students' expectation on teacher's class interaction language.Secondly,intern teacher's classes were observed and recorded.Improved Flanders Interaction Analysis System(iFIAS)was employed to encode the recording videos,thus to analyze the teacher 's interaction language structure and the development of the interaction language.At last,the intern teacher was interviewed and provided with some instructions and suggestions.This study was essentially a case study of action research based on a normal junior year course of the senior high school students.A tracking study was conducted on class interaction language structure and its development of an intern teacher in A high school in Yangzhou.Through the analysis of the research data,the following conclusions can be drawn.Firstly,the intern teacher made significant improvements on language organizing.The intern teacher frequently encountered the situation of lacking interaction language,failing to use accurate and concise interaction language at first.Gradually,the intern teacher was able to use closed questions.At last,the intern teacher could make use of open-ended questions to organize teaching activities.Secondly,improvements could be observed on class interaction forms from one-way dialogue in the beginning,to interactive dialogue after some time,and finally to multi-directional interactive dialogue.Thirdly,the interaction between the teacher and students gradually developed from teacher authority to equal communication between the teacher and students.Lastly,the purpose of teacher class interaction language gradually became learning new knowledge with students from teaching the students new knowledge.