| During the epidemic period,the online teaching mode of international Chinese language education emerged,and classroom interaction,as an important part of classroom teaching,plays an important role in the final teaching effect.However,there are significant differences in online classroom interaction among teachers of different teaching ages.Based on this,this article selects the online intermediate Chinese language classroom taught by the "skilled semi skilled novice" teacher echelon formed by different teaching ages as the research object,Using the Improved Flanders Interaction Analysis System(IFIAS)and interview methods,this paper analyzes the characteristics and differences between skilled and novice teachers in their interactive behavior,analyzes the causes of interaction problems,and finally proposes targeted and constructive countermeasures and suggestions for novice teachers in international Chinese language education to optimize the interactive behavior of online Chinese language teaching.This paper is mainly divided into five parts.The first part is an introduction,which mainly introduces the reason and significance of the topic selection,research overview,research content and methods,as well as the innovation of this article.The second part mainly introduces the research overview,research design,and research process.The third part is the core part of this article,which is the analysis and research of the results of the intermediate oral classroom interaction research for three types of teachers.Using the IFIAS system to conduct basic analysis,matrix analysis,ratio analysis,and dynamic curve analysis of classroom interaction data,combined with the interview results,the characteristics of online oral classroom interaction for three types of teachers are summarized.The fourth part compares the experimental data results with the norm,pointing out the problems existing in novice teacher interaction in intermediate oral English classes from four aspects: classroom structure,classroom interaction language,classroom behavior,and response to unexpected problems,and analyzing the reasons for the problems in various aspects such as teachers,learners,and the environment.The fifth part is based on all the data and graphic results of the above real case study,and proposes countermeasures and suggestions for new teachers on online intermediate spoken Chinese classroom interaction,providing operational assistance to novice teachers.This study found that the interaction characteristics of the three types of teachers in the classroom have different effects under the common problem of "teacher language proportion being biased".Skilled teachers are superior to the other two types of teachers in terms of overall teaching process and teaching effectiveness,and have a high degree of control over the allocation of classroom activities,the psychological distance between teacher authority and students,and the balance of multiple feedback from teachers;Semi skilled teachers have their own teaching interaction methods,which are flexible in using online platform tools for real-time interaction,but there are also significant problems with students’ lack of sustained speech;Novice teachers are good at closing emotional distance with students,but due to their lack of experience,they have poor control over the integrity of classroom rhythm,the scientificity of classroom structure,and the adaptability to sudden problems such as students and the environment.Suggestions for novice teachers in classroom interaction include: first,reducing teacher language control and improving students’ awareness of active expression;Secondly,appropriately delegate power to weaken students’ anxiety;Third,enrich the types of classroom interaction and improve online teaching skills;Fourth,master effective questioning skills and enrich feedback speech and behavior;Fifth,use the form of reading aloud to cultivate students’ oral output ability;Sixth,improve resilience and confidence,and accumulate classroom coping experience. |
PDF Full Text Request