A Comparative Study Of The Cases Of Mathematics Curriculum In Primary Schools And Developed Areas In China

With the advancement of modern process in our country,many scholars have began to care about the cultivation of the talents in our country.The cultivation of the talents depends on education,however,the education of ethnic minority areas is relatively backward due to economic reasons.The key to improve educational quality of minority areas is the teacher,and teachers' quality has an important role in the level of education in ethnic minority areas,so how to quickly improve the whole quality of teachers in ethnic minority areas is the key to improve the educational level in ethnic minority areas.According to these facts,in this paper,we compare with the three different levels of primary school teachers of mathematics teaching videos,which are related to the same contents,and,from the perspective of teaching behaviors and the method of the comparative study,we find the existing problems.Moreover,some suggestions are given.Specifically,according to the definition of novice teachers and excellent teachers,we first classify the teachers by the outstanding teachers of ethnic minority,the novice teachers ethnic minority and excellent teachers of the mainland.The differences and similarities of the related teaching links among three teachers are obtained through watching the videos over and over again.Then,based on the research model,getting the classroom teaching videos-teaching video contents transcribed-video coding-comparative study-obtaining the conclusion-teaching suggestions,the research contents are analyzed from the perspective of three teaching behaviors including teaching link,classroom language and feedback behavior.According to the perspective of teachers' classroom language behavior,our language classroom teaching can be divided into 9 classes containing the definition of narrative language,to the author's investigation,which is not classified separately as the language behavior by many scholars.We then quantify utilization frequency of every teacher's classroom teaching language using comparison tables and contrast figures.Comparing the proportion of language use in classroom teaching of these teachers,including the novice teachers of ethnic minority,the outstanding teachers of ethnic minority and excellent teachers of the mainland,and referencing to the effect of classroom teaching,we summed up the advantages and disadvantages of novice teachers in classroom teaching language,and some teaching suggestions are given.Based on the same steps,from the perspective of teacher feedback behavior,we generalize the merits and demerits of the novice teachers of ethnic minority in the feedback behavior,and teaching advice is given.Based on the research results,we conclude that the novice teachers of ethnic minority for the use of classroom teaching language flexibility is obvious lower than two outstanding teachers,which will leads to classroom link too stiff,not smooth.Moreover,the understanding level for classroom teaching contents is also lower than two outstanding teachers resulting in vague and unclear classroom lectures content,and the lacks of narrative language make the students more difficulty to understand the new knowledge.In addition,the novice teacher has no enough patience to wait the students to answer the questions,which bring about a sense of urgency for students.According to the results of research,we suggest that the novice teachers of ethnic minority add the frequency of the bridging language from the perspective of teaching language,and they can listen the styles of the outstanding teachers as many as possible.Furthermore,they also can increase the use of narrative language and design effective teaching links;From the perspective of feedback behavior,the novice teachers of ethnic minority should correctly understand the meaning of each feedback behavior,thus enrich their feedback behavior and improve their feedback ability,what is more,they can increase the targeted of their feedback behavior and raise the waiting time for feedback behavior according to their aptitude.