Study On The Primary Mathematical Teachers Concerned Students

Teacher concern students is prevalent in daily teaching, regardless of grades and subject. Because of the universality of the topic make it has significance. In recent years,public pays more and more attention on this issue.The author hopes to find whether primary school teachers concern students in the teaching process? What is their concern? What difference between novice teacher and experienced teacher on concerning students? Fraction in primary mathematics is a very important section,Pupils learn to multiply and divide prevailing difficulties,so author select PEP primary mathematics sixth grades the third chapter fractions division as research lesson. A novice teacher and an experienced teacher both give three different classes for fractions division. Author analyze six lessons in detail, arrange teachers’concern, summarize the characteristics of two teachers’concerns, and compare two teachers’different concern points. Analyze teacher concern students from nine points under the command of three-dimensional object. Nine concerns are:Concern student classroom wrongs and difficulties, concern students declarative knowledge and procedural knowledge, by variant design problem concern student thinking depth, by patient guiding and questioning concern student,by cooperation and communication concern student,by guide all students to answer concern them,by motivated and praised of teaching language concern students,By giving students the performance opportunity to concern students,by cultivate students’learning habits on independent thinking and reflecting concern students. In this paper, author use literature study, action research method,video analysis,interview, statistical analysis, using SPSS software to process data, by observation quiz, Record analysis, data analysis,gain the following conclusions:Firstly,primary mathematics teachers concerned students seriously, by implementing three-dimensional objects to concern students.Secondly, for example,factions divided by one number,two teachers presented different concerns of students in teaching. The novice teacher L in the first lesson pays more attention to students’Processes and Method, pays more attention to students’Emotional attitudes and Values in later two lessons. The experienced teacher S pays more attention to students’ Processes and Method in the first two lessons,and in the last lesson,she pays more attention to students’Emotional attitudes and Values.Thirdly,The experienced teacher S concerns students’Knowledge and Skills for three lessons in the same level,but the novice teacher L has some notable fluctuations.Fourthly,Two teachers concerned students is different. The novice teacher L more concern students’Emotional attitudes and Values;the experienced teacher S pays more attention to students’Processes and Method. And they have same point:they pays least attention to students’ Knowledge and Skills.Fifthly, the novice teacher L concern students’Knowledge and Skills, Emotional attitudes and Values better than the experienced teacher S;and the experienced teacher S pays more attention to students’Processes and Method than the novice teacher L.Finally, in view of this study, the author attempts from the two aspects of research and teaching put forward reasonable suggestions to make this study more practical significance:Firstly, the novice teacher L need to pays more attention to students’ Processes and Method,the experienced teacher S can’t ignore to concern students’Knowledge and Skills.Secondly, if in the instructional design of fractions division,using "contain division" model,teaching quotient invariant properties will concern students’Knowledge and Skills better.Thirdly,teacher concern students not only exist in the lesson, it should appear in the instructional design before lesson and homework assistance after lesson.Fourthly, author hope scholars have interested in factions divided by integer to analyze teacher concern students,to complete the study of teacher concern students——fraction division as an example.