The Research On The Changes Of Mathematics Teachers’ Classroom Teaching Behaviors In Junior School During Ten Years Of Curriculum Reform

With the development of curriculum reform for ten years, people gradually realize that the teachers ’teaching behavior is the key factor that influences the success or failure of the implementation ofcurriculum reform. And teachers’ classroom teaching behavior is the main part of teachers ’ teachingbehavior.Then focusing on the classroom teaching behaviors to seek good way to promote the curriculumreform becomes a popular new research perspective.The research method of this article is in a amout way and from the point of the three main teachingbehaviors_present behavior,dialogue behavior,guide behavior which are definited by shi liang fang.Theclassroom observation scale and questionnaire are on the biase of it. And combining with interview methodto research the current classroom teaching implement of mathematics teachers.This article views threeJunior schools in Ningbo as the object of this research, and by observing25lessons of some Junior schoolteachers with more than10years teaching experience and interviewed10teachers.Finally,60juniormathematics teachers are chosen for questionnaire.This combination of three kinds of research methodsensure the reliability of research data.Through the analysis of the old and new mathematics classroomteaching behavior,presenting the real face of mathematics classroom teaching behavior after a decadecurriculum reform.The research results have practical value,not only provide feasible suggestions toperfect curriculum reform for the education department, but also indicate the direction for teachers to seekthe change of their own teaching behavior.Research results show that on the one hand, fitting the concept of curriculum reform of teachers ofmathematics classroom teaching behavior as follows.Mathematical content of the presentation by “oralwith blackboard writing primarily” into “a variety of ways of comprehensive use”;Teaching activities from“The teaching of teacher speaking primarily”to “the teachers and students interactive teaching”;Teachinggoals from“a single cognitive goal” to“Attaching great importance to the cognitive goals and affectiveobjectives”.On the other hand,not fitting the concept of curriculum reform of teachers of mathematicsclassroom teaching behavior as follows.The concept of facing all the students has not been implemented;Classroom communication form is lack of seriousness;New approach to learning is not really accepted.Insubjective aspect,the cause of unchanged classroom behavior is the teachers’ traditional thinking inertia andtheir concepts of deviation.Heavy teaching tasks,large class number and the interference of teachers’evaluation system are objective reasons.Therefore the author suggests that from the following severalaspects to consider improving junior school mathematics teachers classroom teaching behavior：changingthe teaching ideas, practicing the new curriculum reform requirements；strengthening the teachingreflection, breaking through the traditional thinking;paying attention to teaching practice and research,apprehending the essence of teaching;absorbing the colleague’s advantages,concerning experts ’on-siteguidance;puting forward specific and feasible implementatal strategies according to above three classroomteaching behaviors.