Research On Teaching Interaction Of Novice Teachers Of Chinese As A Second Language Based On IFIAS

Any teacher is developed from the novice teacher’s stage.The research on the characteristics and problems of novice teachers’ teaching interaction can lay a foundation for improving novice teachers’ teaching interaction and promoting novice teachers’ professional development.Based on the iFIAS(improved Flanders Interaction Analysis System,iFIAS)system and classroom observation,the researcher used 10 novice teachers to collect and integrate data.The iFIAS system makes a matrix analysis from a macro perspective,mainly from two aspects of steady-state lattice and characteristic order.From the microcosmic angle,the paper analyzes the structure of classroom teaching,the tendency of teachers’ style,the structure of teachers’ questions and students’ participation in classroom.Based on the above data analysis,the paper attempts to explore the following two questions:(1)What are the characteristics and problems of classroom teaching interaction of novice TCSL(Teaching of Chinese as a Second Language,TCSL)teachers?(2)How to optimize the classroom interaction between novice teachers of TCSL?By using the iFIAS system and classroom observation,the paper finds the following conclusions:(1)From a macro perspective,with respect to the steady-state lattice,novice teachers focus on classroom lectures.In the aspect of characteristic order,the novice teachers take the traditional question-answer method as the main teaching mode.(2)From a micro perspective,10 novice teachers in teaching style is to exert direct influence on students through dominant classroom speech;In terms of the classroom atmosphere,novice teachers get along well with students and the whole classroom atmosphere is active;As for teachers’ questions,novice teachers ask more closed-questions than open-questions in class;As regards students’ initiative,it is low and most students are in a passive state.At the same time,the paper found that novice teachers have the following problems in teacher-student interaction:(1)Novice teachers lack skills of questioning and their classroom feedback needs to be strengthened.(2)Students’ autonomy in class is restricted,and novice teachers often neglect students’ principal role.(3)Compared with offline classroom,online students’ initiative is weaker,and it is easy for novice teachers to overlook the autonomy of online students.(4)Novice teachers rely too much on multimedia technology and neglect the importance of teaching interaction.(5)At the beginning of a novice teacher’ career,they cannot control the pace of teaching.It is easy to be influenced by students.Their own role positioning is not clear.In order to solve the above-mentioned problems,the paper puts forward the following five optimization strategies to improve the novice teaching skills:(1)Novice teachers need to improve their questioning skills;(2)Novice teachers need to improve the richness and relevance of teacher evaluation language;(3)Novice teachers can adapt classroom groups to ignite students’ enthusiasm in group communication;(4)Novice teachers need to use multimedia properly and create meaningful connections with students;(5)Novice teachers need to position their classroom roles reasonably.