A Study On Teacher-student Perceptual Mismatch In Classroom Teaching Of Novice Chinese Teachers

With the improvement of China’s international status,its political and economic contacts with other countries in the world are getting closer and closer.In recent years,the demand for Chinese language talents in various countries is booming,and the major of TCSOL is developing rapidly.A large number of novice teachers have appeared in Chinese classroom and novice Chinese teachers have become an indispensable force in Chinese classroom teaching.In addition to mastering traditional teaching methods and helping to form standardized teaching ideas and models,novice Chinese teachers should follow the development trend of The Times,establish a "post-method era" view of teaching methods,break the shackles of traditional teaching methods and form theories and methods suitable for Chinese teaching in the practice process.However,novice Chinese teachers also face various problems in classroom teaching,especially the problems caused by the cognitive differences between teachers and students,which greatly affect the teaching effect.Under the above background,this study uses perceptual mismatch theories to observe and analyze the problem of teacher-student perceptual mismatch in the classroom of novice Chinese teachers,and puts forward corresponding solutions.The research adopts the method of combining quantitative analysis and qualitative analysis,using questionnaire survey,classroom observation and transfer material analysis and other methods for research.The collected data are statistically used in Excel,and the situation of ten kinds of perceptual mismatch phenomena in the class of novices Chinese teachers is analyzed.This paper mainly studies three basic issues :(1)the types of teacher-student perceptual mismatch in the classroom teaching of novice Chinese teachers;(2)Reasons for the teacher-student perception mismatch in the classroom teaching of novice Chinese teachers;(3)Effective strategies to solve the problem of teacher-student perceptual mismatch in the classroom of novice Chinese teachers.This paper studies the teaching mismatch,attitude mismatch,cognition mismatch,communication mismatch,language mismatch,strategy mismatch,culture mismatch,program mismatch,evaluation mismatch and teaching mismatch in the classroom teaching of novice-learner Chinese teachers.Observe in the class of novice Chinese teachers,record video and audio materials,transfer them into text,code them,and use Excel to organize data for in-depth analysis;Finally,the conclusion is drawn and the corresponding teaching strategies are put forward.Based on the further analysis of the perceptual mismatch in the classroom of novice Chinese teachers,this paper reflects on the following problems in the classroom teaching of novice Chinese teachers:(1)Ten kinds of perceptual mismatch phenomena all exist in the class of novice Chinese teachers.In addition to teaching mismatch and attitude mismatch throughout the class,communication mismatch,teaching mismatch,cognitive mismatch and language mismatch are the main mismatch phenomena in the class of novice Chinese teachers.(2)There is a big difference between novice teachers’ cognition of classroom teaching and students’ actual learning needs;(3)The non-standard discourse of novice teachers is the main reason for the perceptual mismatch phenomenon in class.In classroom teaching,novice Chinese teachers should pay attention to :(1)establish awareness of perceptual mismatch,monitor and reflect on teaching by using perceptual mismatch;(2)Fully understand the actual needs of students before class and maintain interactive communication after class;(3)Standardize the teaching language and provide clear and accurate teaching guidance;(4)Set clear teaching objectives and improve teaching design and links.