Research On The Design Of Middle School Mathematics Geometry Teaching Board

Blackboard-writing is an important component of classroom teaching as well as the element of basic competence a teacher has to have.As for contemporary secondary mathematics teaching,geometry is no doubt is the emphasis and difficulty.In order to achieve the best result for classroom teaching,mathematics teachers have to know how to present their ideas through mathematical language and graphic language effectively and efficiently.Thus it can be seen that researches about classroom blackboard-writing design are essential for secondary mathematics teaching.This dissertation aims to explore,on the one hand,the discrepancies of blackboard-writing appear in the secondary mathematics classroom between backbone teachers and novice teachers;and on the other hand,what make the first-class blackboard-writing possible and how we acquire them?To begin with,we defined “blackboard-writing” and “designs for blackboard-writing” which are both key words of this dissertation.Then,basing on the literature researches and main problems of contemporary secondary mathematics teaching,we recomposed the C lassroom Assessment Scoring System,namely C LASS,and made an evaluation framework and assignment table for designs for blackboard-writing.Furthermore,we picked out two backbone teachers and two novice teachers and analyzed their by the means of case study so as to searching for characters of design for blackboard-writing.In the process of our research,we collected four teachers’ conditions and ideas sufficiently,comprehensively and objectively from the perspective of classroom observation and after-class interviews.Finally,we encoded this datum under the framework we provided and drew our own conclusions.According to datum we collected and model we made,we found out that compare to novice teachers’ blackboard writings,blackboard-writings from backbone teachers have the following advantages: right times;refined language style;thought provoking and serving for the teaching contents.Therefore,we could safely come to four suggestions: 1.blackboard-writing deserves to be pay attentions;2.individuality should be infused into blackboard-writings;3.students’ participation should be increased and 4.blackboard-writing should have enough spare space for students’ responses and modifications.