| Today’s Mathematics curriculum reform advocates the mathematics classroom teaching should take the student as the main body, teacher is the organizers, guiders and cooperators of learning, teachers’ teaching can promote the students actively participate in the mathematics classroom teaching, encourage mathematical communication between teachers and students, between students. Mathematical approach to learning exchanges, helps to exert students’ learning initiative, makes students’ learning process in the lead of the teacher "to create" process.Effective communication asks all participants to listen carefully to each other, to understand the meaning of others’ express, and on the basis of it, further extend and deepen or explain, or put forward challenging questions to its expression. Finally in sharing, communicating and understanding a variety of views, to get the result of analyzing and comparing, inducing, criticizing, and integrating. Dialogue between teachers and students of mathematics is an important way of mathematics exchanges, affects the depth and breadth of the direction of the students’ thinking and feedback. In the teaching process, teachers have realized the question can promote students’ mathematical thinking, develop student’s different thinking quality, but they are lack of understanding and practice in some aspects, for example encourage students to express mathematics thought, encourage dialogue and exchanges between teachers and students, provide feedback information.This paper analyzes the high school mathematics teachers’ teaching behavior from the perspective of dialogue, and what features do three backbone teachers have in the classroom teaching behavior under the perspective of dialogue? That is:(1) Whether or not teachers continue to follow up students’ answer and how to follow up?(2) What kind of behavior by teachers guide students get the right answer?(3) What kind of behavior by teachers cause students think and judge mathematics view?(4) what kind of behavior by teachers encourage students to express the mathematical thinking and help the teachers and students to understand the students’ mathematical thinking?In this article, I defined the teacher as the backbone who have at least 8 years experience in teaching and who have good effect in teaching, and mirror "teachers’ teaching behavior analysis framework" of Karin Brodie to record the three key high school teachers’ teaching, in order to encode the teacher’s teaching behavior, using the method of qualitative analysis analyzes teaching dialogue scenes from records, and combines three teachers teaching behavior characteristic analyzed through quantitative analysis, found that:(1) When students correct answer, three teachers mainly through "maintain" to attract the attention of all the students, stimulate students’ views of mathematics thinking.(2) "Confirm" is very low, which indicates that teachers have no language or by transforming the students to provide more instances such as new evidence to prove his own understanding and views of students. Also reduces the opportunity that the students rethink and test what they want to express their views by teachers’ feedback.(3) When the students answer correctly, the teacher B mainly through "press" for students’ mathematical thinking.(4) Teachers A and C mainly through "elicit" and "insert" to change the students’ mathematical thinking, rapidly get students to correct mathematics viewpoint. Teacher B mainly through "maintain" and "press", strategically combine "elicit" and "insert", encourage students to make evaluation to mathematical point of view, and the correct mathematical answer is given.Finally, according to mathematics teacher in causing problems in terms of dialogue, proposed the corresponding improvement in mathematics teachers teaching behavior opinions and dialogue type teaching. |
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