A Comparative Study Of The Characteristics Of Classroom Listening Behaviors Of Primary School Mathematics Teachers

In the traditional teaching process,the leading role of teachers in the classroom not only neglects the students’ subjective initiative,but also leads to the lack of teacher listening.New curriculum reform requires teachers to shift from imparter of knowledge for the students inner listener,emphasis on teachers in the teaching of knowledge at the same time to pay attention to the student individual,listen to the student’s understanding of knowledge and master.At different stages of the professional development of teachers,a lot of differences in the classroom listening behavior characteristics,but what exactly differences exist,how to improve the low level of classroom is the purpose of this article will be listening behavior.The characteristics of classroom listening behaviors in this paper refer to the characteristics of classroom listening behaviors in elementary school mathematics classroom teaching.This research based on "the full-time compulsory education mathematics curriculum standard",dialogue teaching theory,constructivism theory,the study of the theory of expectation effect,etc,to build the "elementary school mathematics teacher’s classroom listening behavior characteristics analysis framework",concrete will listen to the framework is divided into seven levels.By combining different levels of performance,we have divided the level of classroom listening behavior of elementary school mathematics teachers into three levels:primary level,intermediate level and advanced level.This study in Shanghai J primary school grade three of the three different levels of the elementary school mathematics teacher professional development as the research object,by the same mathematical homely lesson "three digits divisible by single digits to observe and videos,used to build the" elementary school mathematics teacher’s classroom listening behavior characteristics analysis framework "is analyzed,at the same time to interview after class of three elementary school mathematics teacher,the collected data and text material collection and analysis,comprehensive analysis to three teachers in the elementary school mathematics classroom listening behavior level.The present study finds that the classroom listening behavior of primary school teachers is at the primary level,and the simple evaluative listening is the main form of classroom listening behavior characteristics.The classroom listening behavior characteristics of primary school mathematics teachers are in the intermediate level,and the main form of listening behavior characteristics in class is explained by simpleinterpretive listening.The classroom listening behavior characteristics of primary school mathematics experts are in advanced level,and the main form of listening behavior characteristics of the class is to listen to empathy.Three primary school mathematics teachers with different professional development levels are more attentive to the diversity of listening styles,but there are obvious differences in frequency and characteristics.Three elementary school mathematics teacher,for example,all use a selective listening,simple valuation to listen as well as the simple explanation to listen,but their listening mode on the use frequency of each have emphasize particularly on,at the beginning of primary mathematics teachers tend to be more selective listening,experts and the elementary school mathematics teacher’s unique empathic listening to increase the height of the listening.In order to improve the level of the elementary school mathematics teacher classroom listening behavior,this paper puts forward the corresponding teaching strategies,specific include:(1)teachers should pay attention to improving the classroom listening attitude;(2)teachers should be good at listening to the content of the classroom;(3)teachers should adopt appropriate listening and listening methods.