A Research on Classroom Instruction-Response Interaction of Novice Teachers and Experienced Teachers in Middle School from the Perspective of Cooperative Principle文献综述

 2022-08-11 15:28:36

Abstract: By reading and analyzing previous theses at home and abroad, not only the basic definition and types of classroom instructions and teachers are stated, but also the origin and the trend of researches in related fields are figured out. Recent years have witnessed a new research upsurge in related fields abroad, while Chinese researchersrsquo; enthusiasm is still moderate. In general, it is considered that both the subjects and methods of assessment of instructionsrsquo; quality are developing towards diversification and scientization. Meanwhile, instructing strategies are continuously innovated and improved. Besides, researchers in related fields attach more attention and significance to students than before. At the same time, the drawbacks and blank space are also been seen, and due attention towards them is expected to be paid when doing the new research.

Key Words: classroom instruction; novice teachers; experienced teachers

  1. The Literature Review

The term, classroom instruction, has a long history and can be traced back to the 17th century when John Amos Comenius put forward the concept of class teaching system formally. It is defined as “the purposeful direction of the learning process”, which means it is one of the teacherrsquo;s major class activities along planning and management (Robinson, 2019). Microscopically, it can refer to a single behaviour such as delivering a order, asking a question or evaluating the performance of a student. Macroscopically, it can be recognized as an umbrella term of all teachers educational behaviors in the classroom. These two meanings are closely related rather than mutually independent, since classroom instruction in the broad sense is composed of a certain number of micro instruction behaviors in class.

As for the definition of novice teachers and experienced teachers, researchers at home and abroad havenrsquo;t reached an agreement on it. Opinions from many schools have been given, yet only two of them are popular: One is a theoretical research, while the other is an empirical research.

The former was proposed by Stemberg. Stemberg (1995) suggested that experienced teachers refer to teachers with outstanding teaching ability, which includes high efficiency in dealing with problems, insight into problems and keen sense of creative thinking.

The latter was put forward by Brandt. Brandt (1986) proposed three bases to divide novice teachers and experienced teachers: the grade of students, evaluation from school administrators as well as years of teaching experience.

Though the former has reference value for the division of the novice teachers and experienced teachers in essence, it is difficult to provide an objective and visible basis for real research activities, due to its lack of objectivity and visibility in its standards. Therefore, the latter, as a substitute for the former, is favored by most researchers in the related research field, since it allows researchers to distinguish experienced teachers from others through the analysis of external information.

Though the types of classroom instructions had been roughly divided by John Amos Comenius when he put forward the concept for the first time, researchers after him tried to deepen the research on its classification.

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