The Contrast Study Of The Primary Mathematics Expert Teachers And Novice Teachers

Since from the Curriculum Reform of2001, more and more researchers and education practitioners has paid close attention to educating the inductive reasoning ability. On the basis of current situation of inductive reasoning in mathematics teaching field, the paper is conducting a contrast analysis between the expert teachers and novice teachers on training students’the inductive reasoning ability in class teaching, with the expectation of developing the correct perception on math, enhancing the teaching level for math teachers, promote the professional development of the math teachers as well.The paper utilized the methods of classroom observation,tracking interview, case study and so on,collected some teaching and interview audio materials of six teachers. Compared the novice teacher with the expert teacher on inductive reasoning training,in the hope of making suggestions for novice math teachers’professional development.The paper describes the source of the research questions and the relative concept, and the research status. On this basis, compared and analyze between the expert teacher and novice teacher on inductive reasoning ability training in teaching through three dimensions:"information representation","inductive guess"," hypothesis test". And then draw the conclusion from three parts. As follows:1. In respect of information representation, expert and novice teachers are able to do multiple characterization information. While novice teachers more as the main body of characterization, the depth of characterization is not enough, which is not conducive to students’understanding of the knowledge and experience of the process of knowledge formation.2. In respect of inductive guess, expert teachers and novice teachers regard students as the main body of inductive guess, based on a simple enumeration method to help students get regular awareness. While novice teachers lack guidance and encouragement to students in a timely manner in the process of students guess, which not really help the students to form a conjecture.3. In respect of hypothesis test, expert teachers can accurately grasp the integrity of inductive reasoning teaching, formed guess hypothesis testing awareness and teaching behavior. While majority of novice teachers did not have the awareness of hypothesis testing to guess, lack of knowledge on inductive reasoning concluded contingent.When examination, the use of special case test method does not reveal the nature of the causal link, then conclusion utterly further development and promotion.Based on the above research conclusions, six recommendations are proposed for novice teachers.1. To strengthen the learning of knowledge and theory related to inductive reasoning.2. The main concern body from their own transition to the students in the process of developing students’inductive reasoning3. Education waiting for the students self-observation and explore the laws is necessary.4. To help students to accumulate the math basic activities experience in process of observation, exploration, Inductive reasoning.5. The conclusion by inductive reasoning need knowledge migrated timely.6. Closely linked to curriculum standards, thorough grasp of textbooks.