A Comparative Study On Superfine Teachers’ Teaching Behavior In Mathematics Classroom Of Primary School Between China And Singapore

Teacher’s classroom teaching behavior is a permanent task in educational research. With thedevelopment of reform on the mathematics curriculum, we have realized, mathematics curriculumbeliefs should be implemented in practice to achieve itself. The Mathematics CurriculumStandards(2011) put forward higher requirements to teachers. Superfine teachers often do betterthan ordinary teachers in implementing the curriculum beliefs. So the study on superfine teachers’teaching behavior and their characteristics sharing can be used for reference to mathematicsteachers on the front.This paper takes two superfine teachers between China and Singapore as the research object,the Chinese teacher called QT and the Singapore teacher called HT, takes math lesson "Nets ofSolids" as the carrier, uses qualitative observation and the Flanders Interaction Analysis System,from the analysis of language structure, teacher style, emotional atmosphere, questioning speaking,teaching aids operation, the body language of these six dimensions, summed up the characteristicsof these two teacher’s classroom teaching behaviors, then made a comparative analysis, we drawthe following conclusions:The common in classroom teaching behavior of two primary mathematics superfine teachersbetween China and Singapore: Similar language structure and teaching focus; similar teachingstyles and emotional atmosphere harmonious; the number of innovation questions and students’speaking are both less; explain both good combination of gestures and the integration level ofinformation technology are both high.The differences in classroom teaching behavior of two primary mathematics superfineteachers between China and Singapore: different emphasis on the concept; different choices andeffects in teaching aids; different methods to explore and summarize the law; little differentclassroom democracy atmosphere.Finally, compare the conclusions, some recommendations for elementary school mathematicscurriculum reform proposed: to increase the number of innovation questions and improve thequality of teacher-student interaction; emphasis on the concept teaching to make students not onlysee the trees, but also see the forest; concerned with the development and use of teaching aids, make students learn to think in a hands-on operation; rich teachers’ body language, to create ademocratic atmosphere of the classroom.