Reserch On Preschool Teachers' Observing And Responding Teaching Behaviors In Mathematics Collective Teaching Activities

Research shows children's early mathematics learning and mathematics abilities are significantly related to their future mathematics achievement.In recent years,children's mathematical learning and education has gradually attracted more attention.In the kindergarten's one day activity,mathematics collective teaching activities also provide an effective way for children to learn mathematics in addition to games and individualized learning.Among the many factors that affect the effectiveness of mathematics collective teaching activities,the professional skills and basic literacy of preschool teachers have been widely concerned.Among them,preschool teachers' observation and response to children's learning are regarded as an important part of teachers' professional attainment.The purpose of this study is to explore teachers' observing and responding behavior towards children's learning in mathematics collective teaching activities,and to explore their reviews of teachers' observing and responding behaviors.Through purposeful sampling,this study selected 19 preschool teachers' collective teaching activities and videotaped them.After each teaching activity,the author interviewed every kindergarten teacher 1-2 times.This study mainly uses the observation method and interview method to log in and analyze the video and interview data of the mathematics collective teaching activities.This study finds:(1)In mathematics collective teaching activities,preschool teachers have a very strong sense of observing children's learning,and their observing aims are clear.19 preschool teachers in this study mainly observe the interaction between children and materials,the results of interaction between children and materials,the responses of children to teachers after questioning,and the observation of children's behavior of raising their hands.Although teachers think it very important to observe children's learning quality,teachers' awareness of observing children's learning quality is weak in mathematics activities.(2)19 preschool teachers mainly adopts the following 6 kinds of responding methods to children's learning in the collective mathematics teaching activities: teacher explanation,teacher praise orapplause,teacher questioning,teacher demonstration,teacher building scaffold and student interaction.(3)In mathematics collective teaching activities,teachers' responding behavior are effective if the responding behaviors help to achieve the teaching objectives,improve the development level of children(especially the development level of children's mathematical cognition)or meet the needs of children's development.(4)In mathematics collective teaching activities,the result of the interaction between children and materials does not necessarily reflect the true level of children's mathematical development,but the answers to teachers' questions are more likely to reflect the true level of development of children.