A Case Study On The Teaching Language Of The Concept Lessons Of The Expert Mathematics Teachers

With the constant reform of basic education and the need of teachers’ professional development,higher requirements are put forward for teachers’ teaching language.The teacher’s teaching language is an important factor in achieving an efficient classroom.Only when teachers use the teaching language flexibly can classroom teaching goals be achieved.This study takes six conceptual lessons of junior mathematics expert teachers as the research object,looks for the characteristics of the classroom teaching language and gains inspiration on this basis,thus offering certain help to improve the conceptual classroom teaching skills of junior school mathematics teachers.This study takes “reviewing literature-classroom observation-classroom video-textual record-code analysis of teaching language-case study of expert teachers’ teaching language-concluding conclusion” as the basic research mode.This article divides the teacher’s teaching language into nine categories.Under the support of behaviorist psychology,positivism and communicative teaching theory,this article encodes and analyzes the teaching language of expert teachers’ geometry conceptual class,algebraic conceptual class and statistical conceptual class.Based on this,the characteristics of the classroom teaching language of the expert mathematics teachers are drawn:(1)the most common teaching language used by expert teachers is questioning language.They carefully design questions carefully,are good at using questioning and adopt different teaching languages for students’ different response behaviors.(2)the expert teachers pay attention to the use of declarative language in the conceptual lessons.The speed of declarative language is slow and the time is long.The proportion of declarative language in the teaching language of the conceptual stage is the largest.(3)the expert teacher applies the most language times in the concept application,focusing on the students’ mastery and application of the concept.(4)the expert teachers set up reasonable scaffolding for the students to explore independently in the concept exploration process.The students’ inquiry forms are various and the students’ subjectivity is played.(5)the expert teachers pay attention to the dialogue and communication between teachers and students in various conceptual classes.They are good at controlling teaching time and leaving some time for students to think and explore activities.(6)the expert teachers focus on students’ participation and maintain a good teaching order.Students’ participation is high and students’ response types are diverse.(7)the expert teachers use all kinds of teaching language reasonably.On the basis of the characteristics of the teaching language of the expert mathematics teachers,teachers give inspirations for different conceptual classes.In the geometry conceptual class,teachers should improve their ability to master language,attach importance to student participation.,design questions carefully and lead students to think,deepen the understanding of concepts and break through the difficult points,respond to students and use language wisely.In the algebra conceptual class,teachers should control the teaching time and give thinking space,train questioning skills and increase effective questioning,emphasize the use of declarative language,design the introduction of scenarios to stimulate students’ interest,pay attention to student participation and maintain teaching order.In the statistics conceptual class,teachers should arrange questions and control the number of questions carefully,set examples and exercises reasonably to achieve the application of concept,design diverse activities in inquiry at the concept exploration stage to stimulate students to explore the concept,and give sufficient waiting time for the students to play their subjectivity.