A Study On Reasoning And Answering Behaviors Of Junior Chinese Novice Teachers In Reading Teaching Classroom

When teachers provide timely feedback to students’ responses in the classroom,it is known as classroom question and answer.An effective classroom response not only reflects teaching resourcefulness,but also stimulates students’ thinking and promotes in-depth learning.However,in junior secondary language classroom practice,there are many problems with teachers’ responses(especially novice teachers).Therefore,this study takes novice junior secondary language teachers as the research target,and analyses their reading classroom responses in detail,with the aim of exploring the main problems within the classroom responses of novice junior secondary language teachers and suggesting ways to optimize their responses.The introduction discusses the origin,significance and research proposal of classroom rationing,and briefly reviews the connotations,types and linguistic characteristics of classroom rationing at home and abroad.a literature review is conducted in relation to both domestic and international literature in terms of research connotation and methodology.The first part defines the core concepts of "answering" and "novice teacher",and identifies the concepts of classroom answering,classroom responding,classroom feedback and classroom evaluation,further explaining the theoretical basis of classroom answering.In the second part,the research design is based on the four aspects of research process,questions,targets and instruments,and the development of the "Observation Tool of Classroom RI Behavior of Novice Teachers of Middle School Language Teaching" and the "Questionnaire of Classroom RI Behaviour of Novice Teachers of Middle School Language Teaching"(student version)based on the existing results.The third section looks at the results of the classroom observations and the students’ responses.In the third part,the results of the classroom observation and the students’ questionnaire were used to analyse the current situation of novice teachers’ reading classroom responses in the context of a typical teaching clip.In the fourth part,on the basis of the analysis of the current situation,the problems of novice middle school language teachers’ reading classroom responses are summarized and attributed from multiple perspectives.In the fifth part,based on the above research,the study proposes strategies to optimise the problems of novice teachers’ reading classroom responses,in the hope of providing constructive references for front-line teachers and students.