A Comparative Study On The Concept Teaching Of Senior Middle School Mathematics Teachers And Experts

In order to promote the implementation of social development and more conducive to the new curriculum reform, teachers’professional demand more and more high degree. Constantly updated with the teachers, how as soon as possible to achieve transformation of novice teachers to expert teachers, novice teachers to make faster and better growth, become a social concern. Mathematics concept is an important part of mathematics learning, is the foundation of students learning mathematics to understand mathematics, but also develop the core of students’ mathematical thinking. Design and implementation of the teaching of mathematical concept teaching, directly affect the students’ comprehension and application of mathematical concept, this paper compared the high school mathematical novice teachers and expert teachers teaching the concept of individual case, find out the novice teachers lack of concepts in mathematics teaching, and giving advice, so that novice teachers master the mathematics concept teaching as soon as possible the essentials.In this paper, through the method of literature research method, interview and field investigation, collect a few high school mathematical novice teachers and expert teachers of different fields of mathematics concept teaching materials, the understanding of mathematical concepts embodied in the teaching design, application design by introducing the concept of mode and concept, and concept in teaching practice, according to the the actual classroom introduction way, on the concept of consolidation, and in several aspects of this analysis and comparison, to extract the characteristic of the concept of the expert teacher teaching is to give the novice teachers, some of the concepts of teaching suggestions, points help novice teachers master the mathematics concept teaching as soon as possible, shorten the growth cycle.The research conclusion. (1) a novice mathematics teachers, expert mathematics teachers in terms of the understanding of mathematical concepts, more profound, have their own views, with mathematical symbol language to express the concept of mathematical thoughts, and to establish the perfect mechanism and mathematical thought system. (2) and in the way of the introduction of the concept level, the expert teachers through flexible, able to capture the essence of mathematical concept, according to the understanding of the students and the characteristics of mathematical concepts, choosing the proper way to introduce, pay attention to explain the connection between the old and new concepts. (3) in the process of teaching, expert teachers by selecting the content and the way of appropriate questions, and form a good close communication between students, to guide students to explore the characteristics of concept in teaching time distribution, the concept of research study for the students to return for more time, did not occupy more classroom practice exercises. (4) in brief summary, the novice teachers is lead or lead students to review summarizes the concept of the knowledge of the lesson, and the expert teacher is let the students independently, and gives the concept of intuitive knowledge framework, made contact with prior knowledge.In view of the above research conclusion, novice to the high school mathematics teacher put forward some feasibility Suggestions:(1) the novice teachers should update their concept of mathematics education, multidirectional expert teachers’ advice, often view expert teachers’ mathematical concept course, on the basis of innovation, highlights its own teaching style. (2) to be self-reflection after class, more study other excellent mathematics concept teaching cases, be mathematical expert teacher as soon as possible.