Jiang Peijie, Zhang Xiangjun, Ruan Xiaomeng, Feng Zirong, Xiong Bin, Jiang Yanyun
School of Mathematics and Statistics, Hunan Normal University, Changsha, Hunan, China.
The High School Attached to Hunan Normal University, Changsha, Hunan, China.
Front Psychol. 2023 Feb 22;14:1108740. doi: 10.3389/fpsyg.2023.1108740. eCollection 2023.
Teachers' audible teaching language is essential for organizing classroom instruction. This study used a questionnaire to compare expert, skilled, and novice high school mathematics teachers' audible teaching language from the perspective of student satisfaction. The sample was selected using a purposive sampling technique, and the participants were students from a key high school in Changsha, China. A research framework and research instrument with good reliability and validity were constructed for this study. The data were analyzed using SPSS 22.0 and AMOS 22.0. The results showed 263 valid questionnaires, good measurement model fit, and high reliability and validity of the questionnaire. It was found that: (1) students were highly satisfied with the audible teaching language of high school mathematics teachers; (2) student satisfaction with the audible teaching language of skilled, expert, and novice mathematics teachers declined in order, but there was no significant difference overall; (3) students were more satisfied with expert mathematics teachers than with novice teachers in terms of the tone and adaptability of the audible teaching language. The researchers discussed the study's results, suggested how pre-service and post-service mathematics teachers can improve the quality of their audible teaching language, and pointed out the value and limitations of the study.
教师清晰可闻的教学语言对于组织课堂教学至关重要。本研究采用问卷调查的方式，从学生满意度的角度比较专家型、熟练型和新手型高中数学教师的教学语言。样本采用目的抽样技术选取，参与者为来自中国长沙一所重点高中的学生。为本研究构建了具有良好信效度的研究框架和研究工具。数据使用SPSS 22.0和AMOS 22.0进行分析。结果显示有263份有效问卷，测量模型拟合良好，问卷具有较高的信效度。研究发现：（1）学生对高中数学教师的教学语言满意度较高；（2）学生对熟练型、专家型和新手型数学教师教学语言的满意度依次下降，但总体上没有显著差异；（3）在教学语言的语调及适应性方面，学生对专家型数学教师的满意度高于新手型教师。研究人员讨论了研究结果，提出了职前和在职数学教师提高教学语言质量的建议，并指出了研究的价值和局限性。
