The Comparative Study On Expert- Proficient -Novice Teachers Of Mathematics In The High School

As mathematics teachers play an important role in improving mathematics education, and determine the success or failure of mathematics education reform, almost all the countries around the world regard mathematics teachers'quality training as the core of mathematics education reform, and gradually realize that improving the teachers'professional level is a pressing task. In such a context, the comparative study among novice teachers, proficient teachers and expert teachers becomes a hot topic of teacher development research. Enhancing teachers'professional level aims at raising teachers'classroom teaching quality, which enables teachers to offer better classroom teaching. To help novice teachers become professional ones, firstly, it is necessary to make certain the differences of classroom teaching of novice teachers, proficient teachers and expert teachers.In order to understand first-line teachers'classroom teaching and explore the teaching characteristics of novice teachers, proficient teachers and expert teachers, a qualitative research method is taken to analyze the teaching differences and similarities of six mathematics teachers in senior high school sorted into three categories. Though employing classroom text analysis, teaching observation, case study and recording specific activities of different types of teachers in classroom teaching, the teachers'teaching structures, class questioning and other sides are compared.From the perspective of classroom teaching, this research offers a better understanding of the differences in teaching of novice teachers, proficient teachers and expert teachers. It expands the connotation and field of research in mathematic teachers'teaching and enriches our views on different types of teachers'teaching. Hope that it will be useful for first-line teachers , make novice teachers'training more targeted and shorten the growth cycle of novice teachers.