Grade Teacher Middle School Mathematics Classroom Teaching Behavior Case Study

In the long history of mathematics curriculum reform, the research on teachers’ classroom teaching behavior is a eternal topic, concept of mathematics curriculum must borrow from classroom practice to implement, so to improve teachers’professional qualities is the development of class. In teachers’ group, super teachers is relatively common, easier to advanced class teaching idea solid will be implemented in the classroom, special-class teacher are gems of teachers, study middle school mathematics super teachers classroom teaching behavior, and generalizes the special characteristics of teachers’classroom teaching behavior, to ordinary form inspiration and reference to the teachers’classroom teaching, help ordinary teachers do conform to the real concept of classroom teaching in classroom teaching.This study focused on the special grade teachers’classroom teaching behaviors of this problem, on the basis of the comprehensive domestic and foreign related research, using the methods of case study, the use of the education internship time, for a top-tier middle school mathematics teacher’s classroom teaching for nearly a year of an in-depth look at research, and finally selected the lectures and recitation class two new type as the research object, through the classroom teaching video transcription for text analysis, and combined with interviews, classroom teaching Outlines the special-class teacher questioning behavior, speech ACTS, feedback behavior characteristics, changed by the experience form exists in the teaching research of classroom teaching behavior research, so as to provide reference for ordinary teachers to improve classroom teaching.This research is divided into seven chapters:Chapter 1 is the introduction part, mainly introduced the background of the study of teachers’classroom teaching behavior, puts forward the research purpose and significance of this study,Chapter 2 is literature review, mainly from two aspects, this paper expounds the teachers’classroom teaching behavior at home and abroad research paradigm, type and effectiveness of the content, proposed the related theoretical basis;Chapter 3 introduces the research object of this study, research methods and research design, determine the research framework;Chapter 4,5,6, to study the classification of top-tier method respectively summarized out of the middle school mathematics teacher’s classroom questioning,Speech class and class feedback behavior characteristics;Chapter 7 for the deficiency of this study was carried out summary, reflection and study.The main conclusions of this study are:1. Questioning behavior, the middle school mathematics Superfine Teacher more is the understanding of questions, questions and evaluation questions prompt, pay more attention to the factual questions and students thinking development; students pay more attention to the participation of, and strive to enable each students have the same opportunities to participate; pay more attention to the students’ability of questioning in class, on the direction and way of questioning more democratic is two-way teacher-student dialogue type questions.2. middle school mathematics grade teachers are good at the use of classroom teaching language, and most of the questioning language; classroom teaching language in various forms, and accurate and concise.3. The middle school mathematics Superfine Teacher Feedback in classroom diversity; classroom teaching feedback to face all the students, is universal; feedback not only pay attention to the knowledge and skills of the students, but also pay attention to feedback to the students’ emotional attitude.