A Study On The Teaching Language Of Novice Primary School Mathematics Teacher

Teaching language is an important tool and carrier for the continuation of classroom teaching and an important means for teachers to engage in teaching activities.Novice teachers are the new force in primary school mathematics education.The research on their teaching language is beneficial to better analyze the professional development of novice teachers.In this study,classroom observation,interview and questionnaire were used to investigate and study the teaching language of novice mathematics teachers in primary schools.This paper aims to solve three problems: "What are the basic characteristics of the teaching language content of primary mathematics novice teachers","What are the basic characteristics of the teaching language carrier of primary mathematics novice teachers" and "what are the main influencing factors of the teaching language development of primary mathematics novice teachers".First of all,based on literature analysis and classroom observation,this study starts from the content and carrier of teaching language.The content of teaching language includes questioning language,feedback language,declarative language,transitional language and managerial language,and the carrier of teaching language includes speed,intonation and tone.On this basis,the classroom observation scale of teaching language is determined.Secondly,transcribed,coded and statistically analyzed ten classroom teaching audio of primary school mathematics novice teachers,and combined with the interview method,analyzed the basic characteristics of the teaching language content and carrier of primary school mathematics novice teachers.Thirdly,based on literature reading and interviews with 5 teachers,the author preliminarily determined the influencing factor framework of the teaching language development of novice primary school mathematics teachers,and then adopted the form of questionnaire to ask teachers to select the three factors that had the greatest influence on them.A total of 208 pieces of data were received.Then combined with the semi-structured interview results of 12 primary school mathematics teachers,the main influencing factors of the teaching language development of primary school mathematics novice teachers were analyzed.Finally,this study discusses the strategies to promote the teaching language development of primary school mathematics novice teachers,in order to contribute to the professional development of primary school mathematics novice teachers.It is found that the teaching language content of novice primary school mathematics teachers presents the following three characteristics on the whole:(1)the interaction between teachers and students follows the prime-response-feedback model,namely the I-R-F model.The model gives students more opportunity to participate in class,but is likely to widen the gap between older students.(2)There is a great difference in the amount of discourse between teachers and students.According to statistics,the amount of discourse of novice teachers is 2.8 times that of students(1.7times that of expert teachers),indicating that novice teachers have more powerful discourse power.(3)Interrogative language was used the most,accounting for42.68% of the frequency.There was a great difference in the use of managerial language among different teachers.It shows that the novice teacher takes questioning as the main means in class,and the classroom control ability is still insufficient.In addition,the teaching language content of novice primary school mathematics teachers has the following characteristics in each dimension:(1)The frequency and time ratio of interrogative language are high,and application-oriented questioning mainly occurs in the problem solving link.(2)Feedback language frequency and time ratio are low,and mainly repetitive feedback,lack of emotional support for students’ feedback.(3)Declarative language is mostly used to explore new knowledge,which is consistent with expert teachers.(4)The use of transitional language is second only to interrogative language,but it is generally brief and the classroom connection is stilted.(5)The high frequency of managerial language indicates that novice teachers have poor classroom control ability.In addition,in order to facilitate classroom management,teachers and students form a certain discipline management system.The study found that the teaching language carrier of novice primary school mathematics teachers showed the following three characteristics on the whole:(1)In the teaching language tone,the interrogative tone accounted for the highest proportion(42.14%),which was exactly consistent with the highest proportion of interrogative language.The use of interjection tone was less,indicating that the novice teachers did not give positive feedback to students’ answers.(2)In the teaching language intonation,the proportion of the level tone is the highest(50.91%),too much use of the level tone is easy to make the classroom dull.(3)In the teaching language speed,moderate speed accounted for the highest proportion(57.98%),but it was much lower than that of expert teachers.It is more appropriate to teach mathematics in primary school at a moderate speed,which can be accelerated or slowed down according to the needs of the teaching situation.However,in the ten lessons collected,there is a great difference in the teaching speed of ten novice teachers,which is closely related to their personal characteristics.In addition,the teaching language carrier of primary school mathematics novice teachers have the following characteristics in each content dimension:(1)When using interrogative language,the tone,intonation and speed of novice teachers are consistent with that of expert teachers.(2)When using feedback language,the tone and intonation of novice teachers are quite different from that of expert teachers,and the feedback to students is not positive enough.(3)When using declarative language,novice teachers still lack the ability to change the tone,intonation and speed of speech.(4)When using transitional language,novice teachers often use imperative mood,which is reflected in brief imperative language.(5)When using managerial language,novice teachers often use imperative tone and speak faster,which reflects the poor class control ability of novice teachers.The main influencing factors of elementary school mathematics novice teachers’ teaching language development include the learning of theoretical knowledge,the accumulation of practical experience and the influence of significant others.Theoretical knowledge is the basis of novice teachers’ language development in classroom teaching,including pre-service teacher education curriculum learning,post-service teacher training and independent reading.Practical experience is an important way for novice teachers to develop teaching language,including direct experience,indirect experience and experience reflection.Significant others play an important role in the development of novice teachers’ teaching language.They influence teachers’ teaching language at different times and to different degrees or give help to teachers when they improve their teaching language.Important others here include teachers in their student years and seniors after they enter the school.On the basis of the investigation and analysis of the basic characteristics of the teaching language of novice primary school mathematics teachers and the main factors affecting their development,this study believes that the development of the teaching language of novice primary school mathematics teachers cannot be separated from the support of external conditions,and further puts forward four suggestions:Optimize the curriculum content of teacher education;Innovating the content of teacher training;Create a benign atmosphere of teaching and mutual assistance;Provide rich learning resources for novice teachers.