The Research On The Effective Teaching Behavior Of Mathematics Classroom In Junior Middle School

The research on the effective teaching behavior of mathematics classroom in junior middle school has a long history.The study of effective teaching in China began in 1990 s,which later than the study abroad.In recent years,the trend of the research on the effective classroom teaching has emerged from theory to practice,from macroscopic to microcosmic.The pursuit of the effective classroom teaching behavior has become the subject of continuous research,and a number of representative results emerge in the meantime.The mathematics knowledge of studying in junior middle school is not only the extension of the basic mathematics knowledge of primary school,but also establish the foundation for the study of deep mathematics knowledge in high school.The learning effect of this transitional stage affects the understanding and mastery of high school mathematics knowledge directly.It requires teachers to teach through the effective classroom teaching,so that students could change a single acceptance of learning,master the scientific learning methods and through the group cooperation and inquiry learning,access to the necessary mathematical knowledge and skills to understand the basic concepts of mathematics and conclusions of the connotation,understand the historical background of concepts and conclusions,and their applications,and their role in follow-up learning.The new curriculum also advocates "everyone can learn valuable mathematics and different people in mathematics could get different development,so that students can become the real master."This paper is divided into five chapters.The first is the introduction,which mainly expounds andbackground of the research,purpose and problem of research,and the analysis tools of research,ideas and methods of the research,significance and innovation of research.The second chapter mainly introduces the research progress in China and abroad and the related research consequence in China and abroad,and lists the relevant theoretical basis to support the research.The key chapters of this thesis are the third,fourth and fifth chapters.The third chapter mainly defines the core concepts,the characteristics of effective teaching behavior of junior middle school mathematics teachers and the factors that affect the classroom teaching behavior of mathematics teachers.The fourth chapter analyzes the effective teaching behavior of the three teachers in the quality classroom,mainly analyzes the four aspects of narration,questioning,interaction and discussion,and summarizes the problems.The fifth chapter mainly puts forward the effective improvement strategy and prospect for the study of the effective teaching behavior of junior middle school mathematics teachers.