A Case Study Of Classroom Teaching Behavior Of Mathematics Teachers In Primary Schools In Xinjiang

With the increasing emphasis on education,education balance has become a new task for the development of education in China.Ethnic areas are restricted by geographical location,economic and other conditions,so that the educational level is relatively backward,And promote the development of its education without delay,It is of great significance to study the teaching behavior of teachers in the minority areas,which is the key to the development of education,in this paper,I establish the evaluation standard of classroom teaching behavior of primary school mathematics teachers,and evaluate the classroom teaching behavior of primary school mathematics teachers from the aspects of presentation behavior,Q&A behavior and practice behavior,And also analyze the problems and the possible causes existing in the elementary school mathematics teachers' classroom in Xinjiang,.and put forward the specific suggestions,the specific contents of this paper are as follows.The first chapter is the basis of the text,including the question,the purpose and significance of the study and the introduction of relevant literature.This part expounds the necessity of comparative study on the classroom teaching behavior of primary school mathematics teachers in Beijing and Xinjiang.Through the examination and combing of domestic and foreign literature,the concept and he specific behaviors of classroom teaching behavior of primary school mathematics teachers are clarified.And these are the theoretical basis for the follow-up study and construction of evaluation index system.The second chapter is a introduction to the text,which mainly introduces the research object,research methods,the key concepts involved in the paper and research framework.The third chapter is to establish the evaluation standard of classroom teaching behavior of primary school mathematics teachers.On the basis of literature research and classroom observation,the dimension and index of teaching behavior are preliminary formulated.Through the communication with front-line teachers and related field researchers,determine the dimensions of the study and then use the index number method to determine the weight of each dimension and index,and filter out the lower important indicators according to the weight.in last,set up the evaluation criteria of primary school mathematics teacher classroom teaching behavior from the presentation behavior,Q&A behavior,practice behavior three levels.The fourth chapter is the difference between Beijing and Xinjiang primary school mathematics teachers teaching behavior.The fifth chapter gives concrete operational suggestions from two aspects:for the existing problems and their underlying causes.It is recommended to improve the quality of teachers and to strengthen teacher training.From the three dimensions of presentation behavior,Q&A behavior and practice behavior,teaching language,blackboard,multimedia teaching,body language use,questioning,question feedback,practice design and practice feedback on the eight dimensions and dimensions of the specific indicators to analyze.Find out the differences in the classroom teaching behavior of primary school mathematics teachers in Xinjiang and Beijing,and then analyzes the problems and potential causes of classroom teaching behavior of primary school mathematics teachers in Xinjiang.And from the teacher's own basic quality,training mechanism to explain the potential causes of the problem.