Research On Behavior Diagnosis Of Blackboard Writing Teaching In High School Mathematics Classroom Based On Video Analysis

Blackboard writing is an important auxiliary means of mathematics classroom teaching and an indispensable part of mathematics classroom.Blackboard writing can make up for the lack of teachers' oral language,help teachers complete teaching tasks,and facilitate students to master knowledge.Therefore,teachers' blackboard writing behavior has a significant impact on the quality of teaching.Many previous studies have been devoted to the evaluation of teachers' blackboard writing behavior.Although they have put forward many valuable suggestions,these suggestions have little effect on improving teachers' blackboard writing behavior.This study from the perspective of diagnosis,through the construction of mathematical classroom blackboard writing behavior diagnosis index system,in order to diagnose the problems of teachers'blackboard writing behavior,and put forward solutions to help teachers improve their blackboard writing skills.On the basis of reading and analyzing a large number of literatures,combining the principle and function of blackboard writing and the characteristics of mathematics,this study selects a number of diagnostic indicators of blackboard writing behavior and determines the diagnostic criteria of blackboard writing behavior,so as to build a diagnostic index system of blackboard writing behavior in mathematics classroom,which is used to diagnose the problems existing in mathematics teachers' blackboard writing behavior,The corresponding solutions for each three-level diagnostic index are developed.Then,according to the diagnostic index system of blackboard writing behavior in mathematics classroom,the author analyzes the selected 12 high school mathematics video lessons with the help of NVivo video analysis software,and diagnoses the problems existing in the blackboard writing behavior of 12 teachers.According to the personalized diagnostic prescription,the author obtains the following problems in the blackboard writing behavior in high school mathematics classroom through data statistics and analysis:(1)Teachers lack the presupposition of blackboard writing.Few teachers design blackboard writing before class,which leads to teachers' unnecessary mistakes in blackboard writing,and then affects the teaching process.(2)There are few opportunities for students to write on the blackboard.In the classroom teaching,most of the teachers write on the blackboard,rarely give the students the chance to write on the blackboard,and ignore the main position of the students.(3)The matching degree of teaching content and blackboard writing type is low.The type of blackboard writing is single,so teachers can not choose the appropriate type of blackboard writing according to the characteristics of teaching content.(4)The innovation ability of blackboard writing is poor.Most of the blackboard writing in class is regular,so teachers can't arouse students' interest in learning and arouse classroom teaching atmosphere with the help of blackboard writing.(5)The interaction of blackboard writing is not enough.In the process of writing on the blackboard,there will be only teachers writing on the blackboard or only students writing on the blackboard.(6)Blackboard writing is lack of adaptability.The flexibility of teachers'blackboard writing is relatively poor,and teachers can't adjust the blackboard writing in time for the unexpected problems outside the teaching preset.(7)It's unreasonable that blackboard writing leaves students thinking buffer time.Most teachers will pause consciously in the process of writing on the blackboard to leave students with time to buffer their thinking,but they can't grasp the length of time well.