The Ethnographic Study Of Elementary School Mathematics Teachers In Accordance With Their Aptitude

In the process of modernization, the teaching of mathematics in many schools still mainly focuses on the traditional teacher-centered and classroom-centered teaching system, and is based on the mass production of students. The standardized, unified teaching methods, high degree of harmonization of teaching content, and "one size fits all" classroom teaching process ignore the individual differences of students. So, faced with the current status of teaching, the author inquires:Does the Confucius's "individualized teaching " that we advocate still exist?At the same time, even though there have already existed a large number of studies about individualized teaching, however they mainly focus on theoretical reflection on the lack of individualized teaching behavior and recommendations, and the research methods lacks of novelty. Compared with previous studies on individualized teaching, this paper takes ethnographic methods to study elementary school mathematics teachers'individualized teaching behavior, which shows the innovation of this paper.This paper attempts to use ethnographic research methods to gather information mainly through participant observation, in-depth interviews, describes the status of individualized teaching behavior of mathematics teachers in research field of Shan Ting SY Elementary School, finds problems in the teaching, analyzes the reasons leading to the problems from the perspective of teacher and puts forward coresponding strategies.This paper is divided into four parts:The first part introduces and analyzes the reasons of selecting this study topic, makes a literature review of researches at home and abroad, discriminates related concepts, generalizes the research significance and research method. The second part is the field study of the individualized teaching of mathematics teachers, including the entering of the filed, the recognition and understanding of the individualized teaching of mathematics teachers, and revealing and interpretation of the teaching behavior of elementary school mathematics teachers. The third part summarizes the problems in the individualized teaching process and analyzes the reasons that lead to the problems. The fourth part reflects on the individualized teaching behavior of elementary school mathematics teachers and proposes some suggestions.The findings of this research are as follows:Firstly, elementary school mathematics teachers' individualized teaching behaviors are mainly reflected in five aspects:consciously layered teaching objectives, highly targeted questioning and feedback in classroom as well as the interaction between teachers and students, diversification of homework arrangement and feedback, remedy of tutoring, diversity of academic evaluation system. Secondly, there are five major problems in the individualized teaching process:the mindset of teachers, the dominance of the teacher in classroom, the verbal impulse of teachers, the focus imbalances of teachers, and teachers' ignorance of the self-awareness of students with learning difficulties.In this paper, the reflection and inspiration of the research is that to grasp the following five points are necessary for carrying out individualized teaching in elementary mathematics classroom teaching:a premise-understanding the students well and "discriminating different talents"; a base-giving students enough expansion capacity; an important guarantee-constructing harmonious relationship between teachers and students; a concept support-implementing the idea of "student-oriented" and balancing the focus of teachers reasonably; a breaking point-guiding students to develop positive self-recognition.