Junior High School, Different Teaching Experience Of A Comparative Study Of Teachers Of Mathematics Classroom Teaching

The purpose of this study was to know mathematics teachers’ teaching and explore theinherent laws of expert mathematics teachers’ teaching, promote the development ofmathematics teachers. We through research combined the existing classification approach willteachers are divided into novice teachers, mature teachers and expert teachers, compares theirclassroom teaching. The same lesson planning in a group of selected junior high school anovice teacher, a mature teacher, an expert teacher, from the teaching objectives, teachingcontent, teaching strategies and classroom management four individual point of view of thecharacteristics of three types of teachers.In the second chapter, the relevant theoretical framework and literatures were reviewed.In this way, we knew the situation of researches about expert and novice teachers’ teaching.Moreover, the methodology of the research was decided.This study was a case study. Data was collected from multiple sources: classroomobservations, interviews and videotape. Data was analysised through three steps. The first stepwas conducted during the collection. The videotapes were arranged in the second step. In theend, we answered the questions of the research on the base of the proceeding datas.Study found that novice teachers take on the teaching goal is not accurate enough.Mature teachers accurate grasp of teaching objectives, in particular, the knowledge and abilityto target the implementation. Expert teacher and accurate grasp of the teaching objectives,with particular emphasis and emotional goals are implemented.Novice teachers are often too small teaching content processing, the focus is not obvious.Mature teachers teaching content of the treatment can be appropriate levels of detail andfocused. Expert teacher on the teaching content of the treatment can be focused, there areoften appropriate expansion.Novice teachers choice of teaching strategies in multi-method and discussion method tofind, but the creation of situational teaching is not the right place often appear. Matureteachers choice of teaching strategies are often the point, to say the method of combiningtraining. Expert teacher in the teaching strategy selection is generally based on class need totake the appropriate method.Many novice teachers classroom management seemed more loose, enthusiastic studentperformance, but tend to have out of control. Mature teachers to use more authoritarianmanagement, students with poor classroom atmosphere is not active. Expert teacher inclassroom management to take a more co-management model, the students were active.Through a case study analysis conclusion formed three teachers’ teaching differences,there are many reasons, among which more important is the teacher’s knowledge and abilityreserve, teachers’ beliefs, campus cultural factors. To improve teachers’ professional growth, mature teacher can more into an expert teacher, novice teacher can smoother grows into anexpert teacher, this paper presents some Suggestions.