A Comparative Study Of Gesture Characteristics Between Novice And Mature Teachers In Information Classroom

Information technology development promotes educational change.It provides the basis for teaching,and the classroom is the key area for the implementation of education.Teachers play an important role in teaching.The teaching behavior of teachers in the informatization classroom embodies the integration of information and education.Humans rely on the language system composed of speech,writing and posture to communicate.Gesture language that are earlier than speech still occupies an important position in the field of education.As one of the main branches of non-verbal behavior,gesture is an important research content in the reform of teaching mode under the information environment.Teachers regulate the teaching behavior and improve the teaching efficiency.The study of the characteristics of hand gesture behaviors of informatized classrooms by novice and mature teachers in primary and secondary schools in China is also an important measure to implement accurate teaching.However,most of the current research on the teacher’s gesture behavior is scattered in a small part of the non-verbal branch of teacher behavior research.Most of the research content is qualitative analysis.The research of a small number of quantitative research focuses on the macro and meso level and lack of study on micro quantification of classroom teaching gestures.This article aims at the above background and problems,based on the theory of behaviorism,teacher development theory,uses literature analysis,questionnaire survey,case study method,video analysis and comparative study method to design the research framework of teacher’s gesture behavior in the informationization-based classrooms,and construct informationization-based classroom teacher’s hand gesture coding system,conducts an empirical investigation of the status quo of teachers’ gesture use,selects teaching cases for quantitative research,extracts the characteristics of teachers’ gesture behaviors,and compares the differences in gesture characteristics between novice and mature teachers.The research work is as follows:(1)Research on quantification of teachers’ related literature.It sorts out related literature on teacher behavior research,teacher’s gesture quantification research,teacher development research,etc.Sum up the foundations and problems of existing research,and clarifies the research contents and methods of the thesis.(2)The framework for the study of teachers’ gestures in the informationization-based classroom.Defining the concept of research,according to the theory of behaviorism,combing and summing up the classification of the teacher’s hand gestures,based on the informationization-based classroom research model,extracting the gesture features of the teacher from the three aspects of the application situation,time series,and interactive features,and constructing the research framework of this research..(3)Constructing a teacher’s gesture coding system in informationization-based classrooms.According to the classification of gestures based on the theory of behaviorism,the gesture category of this study was defined,the encoding content and rules were determined,and the coding system was tested.(4)Extract the information of teachers’ gesture features in informationization-based classrooms through empirical investigation and case video analysis.the characteristics of the teacher’s hand gestures are extracted to compare the differences between novice and mature teachers,and provide reference suggestions for teacher development.In summary,the extraction of teachers’ gesture features in information-based classrooms is an important measure for implementing accurate teaching.While the key to the quantification of gestures lies in the construction of a gesture classification coding system.On this basis,a framework for the analysis of the gestures of teachers is constructed,which provides research ideas and quantification tools for the quantification of the gestures of teachers.Comparing the features of novice and mature teachers,providing reference and suggestions for teachers’ behavioral norms and promoting the professional development of teachers.