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教师课堂教学语言是教学信息的载体,是教师完成教学任务的主要工具。本文运用弗兰德斯互动分析系统从课堂结构、教师倾向和风格、情感气氛以及提问发言四个方面对中学专家物理教师和新手物理教师课堂教学语言进行对比研究,得出专家教师和新手教师课堂教学语言特点的差异,并提出针对性建议,以促进新手教师向专家教师的快速转变。
Teachers’ classroom teaching language is the carrier of teaching information, which is the main tool for teachers to complete teaching tasks. In this paper, Flanders Interactive Analysis System is used to compare the classroom teaching language of middle school specialist physics teachers and novice physics teachers from four aspects: classroom structure, teacher’s orientation and style, emotional atmosphere and questioning, and draw the conclusion that expert teachers and novice teachers’ classroom Teaching language characteristics differences, and put forward specific suggestions to promote the rapid change of novice teachers to expert teachers.