| Classroom teaching is an educational process that takes teachers’ classroom teaching language as the carrier,carries out interactive dissemination of information,and promotes the common development of teachers and students.Teachers’ language expression ability not only affects students’ acceptance of knowledge,but also affects students’ mental work.Therefore,teachers’ classroom language expression is particularly important.Taking novice teachers,proficient teachers and expert teachers as examples,this paper conducts research,and takes Flanders interactive analysis system as the main research tool.Through classroom observation,it first analyzes the classroom language of three junior middle school math teachers,then makes a comparative analysis from four aspects: discourse structure characteristics,discourse tendency characteristics,language thinking and emotional atmosphere,and interaction between teachers and students.Finally,it puts forward suggestions for the growth of different types of teachers.From the case study,the novice teachers’ classroom language is dominated by knowledge points,with insufficient appeal and lack of gradient problems.The classroom language of skilled teachers is concise and to the point,and the interaction between teachers and students shows frequent "opposite flow";The classroom language of expert teachers is efficient,the questions are open and divergent,and it is enlightening.From the comparative results,the three types of teachers pay more attention to the use of classroom teaching language,but in terms of discourse structure,novice teachers teach too much language;On the characteristics of discourse tendency,expert teachers combine direct influence with indirect influence to influence students;In terms of language thinking and emotional atmosphere,the classroom atmosphere of expert teachers and proficient teachers is more harmonious and harmonious;In the interaction between teachers and students,the students of expert teachers express their opinions more frequently in class,and different types of teachers obviously show different characteristics in classroom teaching language.Finally,in order to make novice teachers grow into proficient teachers and proficient teachers become expert teachers as soon as possible,this paper puts forward targeted countermeasures to promote the rapid growth of teachers. |
