| Under the background of deepening education reform.Teachers’ teaching behaviors are facing new challenges.In the context of the new curriculum reform,the educational philosophy gradually changes to "student-centered" and starts to advocate an equal teacher-student relationship.The transformation of science teachers’ teaching behaviors is closely related to the improvement of students’ inquiry practice skills and the development of scientific thinking.Studying the differences in the teaching behaviors of novice and expert science teachers can provide a path for novice teachers to promote their professional skills.This study has used the optimized 3C-FIAS as the research tool,taken two classroom teaching records of a novice teacher and an expert teacher as research subjects.With the aid of a software called Nvivo 12 Plus to assist in coding,this study quantitatively analyzed the differences between novice and expert teachers in five dimensions: teaching language structure,classroom emotional atmosphere,classroom questioning,teaching tendencies,experimentation and the use of technology.Furthermore,some improvement strategies of teachers’ teaching behaviors are proposed.The study found that(1)In terms of language structure: explanation and questioning were two main teaching behaviors in the classroom,but the expert teacher was better at using inspirational explanation to lead the answer.The novice teacher had more "unhelpful silence" behaviors.(2)In terms of teachers’ teaching tendencies:both teachers belonged to the direct teaching style of positive reinforcement.The expert teacher had more positive influence than the novice teacher.(3)In terms of the emotional atmosphere of the classroom: both teachers were good at interacting with students in a positive way by praising them and taking their opinions,but the atmosphere in expert teacher’s classroom was better.(4)Both teachers tended to use the "training question-and-answer" model,with more "continuous questioning" and "one-question-one-answer" behaviors.The expert teacher was better at asking open-ended questions.(5)In terms of experimentation and technology: the novice teacher gave students more opportunities to experiment,while the expert teacher used technology more often and paid more attention to the development of students’ technology application skills.Based on the above findings,suggestions for improving teaching behaviors are proposed.The suggestions for novice teachers are:(1)Elaborate problems to strengthen thinking training.(2)Optimize feedback to enhance learning motivation.(3)Enrich interactive forms to strengthen students’ participation.(4)Make adequate preparation before class to reduce unproductive silence.Suggestion for expert teachers is: adding experimental tasks appropriately to improve students’ experimental inquiry skills. |
