Observation And Analysis Of Cases Junior High School Mathematics Classroom Teaching Behavior

After the new curriculum reform, many survey of implementation status of the new curriculum for teachers showed that the majority of the teachers’ teaching concept and behavior has no significant change or difficult to change, but the success of the teaching reform depends largely on the change of teacher’s teaching behavior. It is very necessary do research on teacher’s teaching behavior.This paper according to previous researcher’s technical scale which is to observe teacher’s teaching behavior, combined with selected research framework to-record and analysis two middle school mathematics teachers’ classroom main behavior, assistant behavior, management behavior, reflection behavior. Get the features of this two key teachers’ teaching behavior, and then compared these teaching behavior with teaching behaviors which is advocated by the new curriculum, to find where is there behavior fit in with the concept of new curriculum and what is the exist problem.The main research contents and conclusions are as follows:(1)The features of key teacher’s teaching behavior is that teachers can use a variety of teaching methods to teach, effective organization of the inquiry teaching activities; arouse students’ learning enthusiasm and interest, and can guide the students apply the learned knowledge to real life; aware of the students’ dominant position in the classroom, let students to fully demostrate their own and express their own ideas in the classroom; innovation of their teaching, no longer adhere to the traditional teaching procedure.(2)The concept of the new curriculum has been gradually transformed into the teacher’s behavior, that is, the teacher’s behavior basically aligned with the behavior new curriculum advocated. Teachers can creat reasonable problem situations guide students to explore mathematical knowledge, let the students to experience the occurrence and development of knowledge; the teacher respect for every student to ensure the healthy development of the students, more inclined to motivate students’ behavior; after class they rethink profoundly the behavior in the process of teaching which is their own deeply feeling, did not achieve the desired results, exist some problems.(3) The more prominent problems which is exist in the teacher’s class is that in the process of organizing teaching the teaching task cognitive is not high, because of improper handling of the teachers a lot of this task which is should be maintained at a high level reduced to a low level; the quality of teacher’s question is not high, the majortity of the questions are memory problems; students rarely take the initiative to ask the teacher some questions, the teachers did not fully stimulate students’ subjective initiative; the teacher’s reflection after class is still not deep enough.The inadequacies of this paper is that the study of class is only two, there is no follow-up research, that’s bring restrictions to comprehensive analysis of teachers’ teaching behavior, it may be difficult to analysis all changes and deficiencies of the teachers’ teaching behavior through a class.