A Case Study On Classroom Features Of A Senior High School Mathematics Master Teacher

In recent years, Chinese mathematics education has been attracting international attention. In the past, we introduced concepts of mathematics education from the western countries unilaterally while the two sides share each other more equally nowadays. At this time, we must look inside ourselves, review our experience of mathematics education, and make great effort to develop the mathematics education theory with Chinese characteristics.Classroom is the most important place for teaching. Most previous studies of classrooms are more relevant to the teaching goals, teaching strategies, exercises, teacher-learner interaction, dialogues between teachers and students etc. of the primary and junior high schools. But there are fewer studies on the classroom features of senior high school. In high schools, the master teachers set the style. It is shown that, the teachers who are not master teachers believe that the master teachers play the vital role of stability and promotion. Those are the reasons why the author pays close attention to the classroom of a senior high school mathematics teacher.This study focuses on three videotaped class of a master teacher in one senior high school. After repeated observation of the videos, we use the code analysis on the teaching procedures, classroom interaction and mathematical tasks, and try to describe the classroom features of the master teacher in senior high school through quantitative and qualitative analysis. We hope it will provide the inservice teachers especially the novice teachers with some advice and support for teaching and researching.The research questions are:(1) What is the classroom like in senior high school mathematics master teacher, and whether there is a unified model? (2) How about the classroom interaction? What are the features of the classroom dynamics? (3) What's the level of the mathematical tasks set up by the teacher? And whether tasks set up to place high levels of cognitive demand on students'thinking changed when implemented in classroom teaching? Video analysis was used in this study, and the basic procedures are:(1) After repeated observation of the videos, we faithfully recorded the dialogues between the teacher and students in the classrooms. (2) Determined the coding. (3) Encoded the texts and videos, and recorded the corresponding time. (4) Correction by recoding the texts and videos. (5) Drew the conclusions through quantitative and qualitative analysis.The results show that:(1) The teaching of the master teacher is coherent, and every class contains the four teaching procedures:review-lead in (problem situation), exploring the new lesson, consolidation-reflection, summary-homework. (2) Teacher-class interaction is the main classroom activity, containing teacher lecture, ask-answer, feedback. But there are fewer teacher-student individual and group activities between the students. (3) The teacher set up high-level mathematical tasks most of the class time, and remained most of which the high levels of cognitive demand on students'thinking when implemented them.Maybe the mathematics classroom features of the senior high school master teacher is not worth considering totally, but the results of this study support the challenge of "the paradox of the Chinese leaner" from the perspective of a case study that though the teacher-class activity is the main classroom activity, there is still meaningful learning in the classroom through setting up high level mathematical tasks and remaining most of which the same level.