The Comparative Research On Classroom Feedback Behavior Of Mathematics Teachers In Junior School

As one of the most frequent teaching behaviors in the class,teachers' feedback behavior has great influence on teachers and students.It is regarded as the key strategy for teachers to implement effective teaching.This article compares the feedback behaviors of novice math teachers and expert teachers in Junior school,summarizes the characteristics of two types of teachers,puts forward suggestions on their feedback behavior,and helps to cultivate the excellent teachers.The article has two sub-researches.In the first sub-research,on the basic of literature research,observation of teaching video,we developed a scale of feedback behavior of mathematic teachers in the junior school.Teachers' feedback behavior was divided into two latitudes in this scale.And the explicit feedback from second latitude is further subdivided into nine different feedback behaviors.In the second sub-research,Three novice and three expert teachers were selected to take three different types of mathematics lessons as the shooting objects,while using the same class heterogeneous way,coding the classroom teaching feedback behavior and finally using Excel and SPSS 19.0 software to quantify and compare the feedback behavior difference in three types of lessons and the overall difference.According to the conclusions,we summarize the characteristics of classroom feedback behavior of expert teachers: allocate feedback time in each teaching link reasonably to highlight teaching efficiency;flexible application of feedback to promote positive transfer of cognitive structures;pay attention to the written feedback,the board books refined beautiful;feedback coves almost students and students is interested in participation.According to the conclusions,we also conclude the problems of feedback behavior that novice teachers exited: Pursue classroom form,feedback consciousness is low;Insufficient knowledge of feedback function and unclear feedback behavior instruction;The form of feedback is simplified,always repeat of student answers;pay attention to feedback on learning results and ignore feedback on learning process and emotional attitude.In order to enhance the feedback behavior ability of novice teachers,we made following recommendations : Enhance feedback awareness and capacity;Provide feedback timely and accurately;Control the number of repeat student answers and improve the validity of feedback;Be good at assessing how students were behaving,and enrich teaching feedback;Listen carefully and increase the waiting time;Provide counter feedback and turn feedback rationally to promote self-reflection.In order to improve the feedback behavior ability of expert teachers,we made following recommendations: Integrate with information technology to broaden feedback channels;Communicate with new teachers and grow together.