On Exemplification In Math Teaching For The Forth Grade

When checking in task, teachers always attributed students’ mistakes to their half-heartedness. However, in my research, in fact, we found that mistakes were not from only students but also teachers, rooted in teachers’interaction with their students. Teaching decision and its result were decided by their understanding of exemplification in teaching. The incomplete understanding of exemplification might result in the teaching inappropriate. In the real classroom, teachers had known the professional term of teaching "life-oriented" as a teaching requirements from national curriculum standard, but some teachers had a lopsided understanding the term, in detail, they regarded the apparent "living-linked" but neglected the real relationship with students’ life experience. The example made by teachers could not reflect upon the whole content to produce some misunderstandings and mislead students comprehensively in their learning process correspondingly. Fundamentality described such a teaching phenomenon that teachers always couldn’t set teaching objectives based on students’ real level, departed from their ZPD (zone of proximal development). "Life-oriented", comprehensiveness and fundamentality were basic considerations in the math teaching behavior of exemplification. "Life-oriented" pointed to students’ experience, comprehensiveness was aimed at a concrete point of math teaching materials, fundamentality pointed at pupils’level. In the exemplified teaching behaviors, the three supplement aspects in term of "life-oriented", comprehensiveness and fundamentality couldn’t replace each other.