| Our high school mathematics education is changing from the "elite education" to "pubilceducation", from "exam oriented education" to "quality education". This important periodin reform and development provides a new stage for the growth of teachers. It is also a chancefor High school mathematics teacher to reshape themselves. The teachers must stand in theforefront of the times, re-examining the historical and modern significance, reshapingthemselves with their actual behavior in the process of teaching in the philosophy ofeducation object, education values, teacher–student relationship, talent cultivation&education development, etc.But it is undeniable that, in actual teaching, we high school mathematics teachers havedeviation phenomenon in setting the teaching aims, choosing teaching methods, controllingthe teaching environment, teaching feedback and emotional communication in theteaching practice.This article starts from the research of scholars at home and abroad on teacherbehavior deviation, research direction and research methods and problems in the analysis andthe author has found they only focused on teachers, but not on the high school math teachers,which is a unique group Meanwhile, the research direction is too narrow, more concentratedon the teachers’ teaching errors and inproper behavior. So in this article I will focus on thefollowing aspects: one is that I will do some theoretical research on the behavior deviationof this unique group of senior high school mathematics teachers expressing in the concreteteaching behaviors. I will put them in a whole system that influences each other, explore itsdeep-seated reason and find the universal guiding theory; The second is to enrich the meansand methods of the study, making my study not only on the level of phenomena andexperience by means of questionnaire, interview, classroom teaching case tracking,teaching analysis of different ways. I am devoted to find theoretical origin of the behaviordeviation.In order to improve the system of research, the teaching behavior deviations of highschool mathematics teachers are classified and studied, and a detailed analysis of the causesof behavior deviation. Pointed out that the high school mathematics teachers in theteaching practice each link appears in the teaching of the positioning is not accurate, thecontent of teaching and cultural value, not deep mining teaching attitude is not correct, incorrect teaching methods, classroom teaching in the voluntary behavior, classroomteaching evaluation and lack of teaching language lacking of motivation, classroommanagement behavior problems belong to the high school mathematics teachers’ teachingbehavior deviation.Based on the analysis on the causes, this article also analyse the effects on studentscaused by behavior deviation of high school mathematics teachers: the lack of innovationability of students; lack of effective classroom teaching of mathematics; lack ofemotional communication between teachers and students in teaching. On this basis, I putforward effective strategies about how to avoid several behavioral deviation: to activatethinking, create lively classroom; improve the effectiveness of teaching; attempt toenhance the emotional communication between teachers and students. The emotionalcommunication between teachers and students in mathematics classroom teaching isinteractive, and the teacher’s emotion experience is also of great help. At the same time, apositive emotion can promote the development of teaching. In view of the importance ofemotional exchanges between teachers and students, I put forward three useful attempts:"making-up", that is making a way of learning new knowledge; rational use of language insenior high school teaching; stimulating students’ non-intelligence factors to betterdifferentiation in students’ achievement. Hope to share practice some of my successfulexperience with you. |
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