Comparative Study On Mathematics Teachers Classroom Teaching Behavior

With the continuous deepening of education reform, classroom teaching behavior of teachers is the primary factor affecting the quality of classroom teaching.This paper analyzes and learns from the comparative studies of teaching behavior of novice teachers and expert teachers at home and abroad; it uses the methods of interviews, classroom video and other methods, and analyzes and studies classroom teaching video of six outstanding teachers and eight novice teachers based on classroom observation and analysis. This paper respectively studies four kinds of teaching behavior of classroom questioning, teaching languages, feedback behavior, waiting behavior of mathematics teachers, and separately generalizes the types of four kinks of teaching behavior; develop classroom observation scale of four kinds of teaching behavior through interviews with teachers and students, and conduct case comparative study of novice teachers and excellent teachers. The main contents and conclusions of the study are as follows:1. Novice teachers are concerned more about the mastery of students’knowledge, while outstanding teachers are not only concerned about the mastery of students’ knowledge but also concerned about inspiring and guiding students to think; outstanding teachers are good at proposing enlightening questions, guiding the students to think positively, mobilizing the enthusiasm of the students; excellent teachers are good at questioning further, and can set a series of problems and format chain of questions based on the actual situation of student;outstanding teachers are concerned about the development of students, while novice teachers are more concerned about their own personal teaching behaviors.Teachers should pursue the effectiveness of time of classroom questions, and reduce inefficiencies questions, and increase efficient questions; for different types of problems, guide students to take a different responses and stimulate high level cognitive thinking of students so that it can make cognitive level of students reach the requirements of the zone of proximal development;encourage students to actively participate in questions of classroom teaching.2.Outstanding teachers use questioning language and guiding language more often than novice teachers, while the number of questioning languages of novice teachers is more than that of outstanding teachers; verbal behavior of excellent teacher occurs mainly in the link of introduction, explaining the new knowledge and explaining the examples, while verbal behavior of novice teachers occurs mainly in the link of explaining examples and classroom practice; outstanding teachers use transitional languages more often than that of novice teachers; the discourse control time of classroom teaching of novice teachers is more than that of excellent teachers in classroom teaching, while excellent teachers are more concerned about the participation of students in teacher-student dialogue.Teachers should strengthen the mathematical language training; metaphor is timely used in teaching to reflect the relationship between math and actual life; increase the effectiveness of questioning language of teaching by rational and effective use of effective questioning; languages should strive to be rich, lively, fun, and enthusiastic to improve student learning.3. The number of teaching feedback behavior of outstanding teachers in explaining the new knowledge and explaining examples occurs more than that of novice teachers, while the number of feedback behavior of novice teacher in the link of introduction is more than that of outstanding teachers. Outstanding teachers take the form of teacher-student feedback more than novice teachers, and excellent teachers often guide the students to discuss with each other so that students get the opportunity of self-correction; outstanding teachers tend to feedback in a timely manner, and it plays an enhanced role, while novice teachers are often no feedback except repeating the exercise of a similar problem; feedback forms of outstanding teachers diversify, while novice teachers are often relatively in a simple feedback form.Teachers should correctly understand the value and role of classroom teaching feedback behavior in the classroom; teachers should be flexible in the use of a variety of classroom teaching feedback behavior; improve teachers’ capability of classroom teaching feedback to give the feedback timely and accurately in the classroom.4. The number of waiting time in the question of novice teachers is less than that of outstanding teachers, and each of the length of waiting time of novice teachers is less than that of outstanding teachers; the number of waiting behavior of outstanding teachers after the responses of students is bigger than that of novice teachers.Teachers should set aside appropriate "waiting time" to allow students to think better based on different types of classrooms; reasonably control the invalid waiting time and improve efficiency of classroom.