The Study Of Mathematics Teacher's Instructional Behavior Under Multimedia Environment

To meet the requirement of era development, Cultivation of qualified personnel becomes utmost importance, and the role of education and teacher is self-evident. When we focus on improving the efficiency of mathematics classroom teaching, the teacher's instructional behavior will be paid more and more attention. Mathematics teacher's instructional behavior is the extension of his education notion and thoughts, the embodiment of his inner quality, the crystal of his wisdom, he agglomeration of his professional knowledge and teaching experience, especially the guarantee of students'learning effectiveness. The occurrence of mathematics teacher's instructional behavior contains intrinsic and external factors. The study of mathematics teacher's instructional behaviors will be profound significance to both teacher and student.Multimedia makes various impacts on mathematics instruction reform.《Principles and Standards for School Mathematics》proposes that mathematics should be integrated with information technology, and put forward some specific instructional suggestions. The application of multimedia in mathematics classroom not only changed the means and structure of mathematics instruction, but also affected mathematics teacher's instructional behavior. Under the multimedia environment, the features and tendency and improvement methods of mathematics teacher's instructional behavior are already significant problems in mathematics educational fields. To solve above-mentioned problems, based on both theory and practice, this study adopts scientific research approach, and researches mathematics teacher's instructional behavior in the following aspects:First, the paper analyzed the current situation of instructional behavior of teacher and mathematics teacher both home and abroad, and thereby provide extensive field of vision and background for this study. Second, this paper studied theoretical principles of mathematics teacher's instructional behavior under multimedia environment: cognitive learning theory, behavioristic learning theory, mode of propagation, sociological theory of classroom teaching, and explored these theories'actions on mathematics teacher's instructional behavior. Third, by means of questionnaire and classroom observation, it studied the present utilization of multimedia in mathematics classroom, and based on the multimedia environment, it also studied major instructional behaviors including preparation, explanation, questioning. Communication, evaluation, after data analysis and statistics, summarized some characteristics of mathematics teacher's instructional behavior under multimedia environment. In the last place, it proposed some interrelated suggestions to improve and complete teacher's instructional behavior under the multimedia environment.