A Case Study Of Classroom Reconstruction Of Primary School Mathematics Teachers

The complexity of the classroom instruction decide that teachers can't implement the default program absolutely,The scheduled teaching process and teaching programs must be timely adjusted,extended and created,According to the interaction between teachers and students in the actual situation,This study plans to explore the content,realistic performance and influencing factors of teachers 'classroom reconstruction,and obtain the understanding of teachers' classroom reconstruction.On this basis,some suggestions are put forward.According to the new curriculum reform,the classroom must to be generated and open.Teacher classroom reconstruction is an important part of classroom generation,teacher classroom reconstruction ability is an important part of the teacher professional ability.It is of great value to study the implementation of teachers' classroom reconstruction to promote the implementation of new curriculum and promote teachers' professional development.In this paper,mainly through the same primary school of two math teachers for classroom observation and after-school interviews,in-depth analysis the content,the characteristic and the influence factor of teacher classroom reconstruction.Finally,according to the realistic performance of teacher classroom reconstruction,combined with the characteristics of mathematics,put forward the optimization of teacher classroom reconstruction recommendations.The paper mainly includes:The first chapter is the introduction,clarifies the origin and value of the research,combs the domestic and foreign research on the basis of the status quo,clarify the research problem.The second chapter is to clarify the research ideas and research methods.The third chapter is the theoretical elaboration of teachers' classroom reconstruction,discusses the philosophical background and the principles,summarizes and explains the main contents of teachers' classroom reconstruction.The fourth chapter is the analysis of teachers' classroom reconstruction and the reasons.On the basis of data combing and analysis,the characteristics of teachers'classroom reconstruction are preliminarily revealed:Textbook is the "baseline",Teachers are the main cause of reconstruction.The degree of consciousness participation of teachers' classroom reconstruction depends on the degree of deviation from the presupposition of teaching,and the reconstruction is holistic and dynamic.It is concluded that the student status and teaching environment are the external factors of teachers' classroom reconstruction Teachers' knowledge and teachers 'beliefs are the internal factors.In the real situation,teachers' classroom reconstruction are random,contradictory,forced landing,It because that teachers take knowledge-centered as their teaching concept.The fifth chapter is the optimization suggestion,combined with the realistic performance of teachers' classroom reconstruction,influencing factors and the characteristics of mathematics disciplines,we suggested that:teachers need to update the concept of mathematics teaching,the pursuit of professional development,strengthen the sense of reflection;leveraging collective wisdom,building a supportive classroom atmosphere;and following the teaching objectives.