Young Rural Middle School Mathematics Teachers’ Classroom Teaching Behavior Research

Teaching success or failure is embodied in students did you get a full range of sound development, depends on teachers’ teaching behavior. From the teaching practice of all countries, is a key link in the teaching of mathematics education, it is a country and the expectations of the school and students between the actual link. Teaching can be divided into teaching, effective teaching, effective teaching and charm four realm. Charm of teaching conditions is very high, only few teachers can achieve; Domestic and foreign research on effective teaching has quite a few; Classroom effective teaching behavior research is becoming a hot issue.Rural economic and education development relative lag, the student mathematics learning by teachers’ teaching level and students’ growing experience. In this paper, on the basis of literature analysis and questionnaire survey, the author from his students and young teachers of mathematics of Enshi Hefeng chose70, for they made the middle school mathematics teachers’ classroom teaching behavior status survey, and the three teachers to do the interview.Based on the investigation and interview, combined with their own thinking, the author will influence factors of teachers of mathematics classroom teaching behavior is divided into internal and external causes two dimensions. Internal cause including teachers’ teaching concept, teaching attitude, learning, and their own quality, the external cause includes the teachers’ management system, evaluation system and teachers’ pressure and social environment. The author thinks that the basic characteristics of mathematics classroom effective teaching behavior includes six aspects: clear the teaching process, rich teaching language, selection of teaching problem, sincere emotion, teachers in-depth classroom communication and variety of the reinforcement method. Rural middle school mathematics classroom is still do not have the basic conditions of effective teaching behavior. In spite of this, the general mathematics teacher, especially the young teachers still try to pursue the classroom effective teaching behavior. The author gives the improving effect of young teachers of mathematics classroom teaching behavior of the five strategies: improve teachers’ own quality, to establish good ability evaluation system, optimizing the teacher questions, training teacher reflection habits, and guide students’ active participation.Hope to be able to provide a little help to the young teachers of mathematics.