Comparison Of Conceptual Teaching Of Expert Teachers And Novice Teachers Based On Mathematical Abstract Literacy

The key of current education reform is students' core literacy developing.How to cultivate students' core literacy has become the primary goal of teaching.Based on this,teachers should strive to improve the quality of mathematics and implement the core literacy of students in the classroom.In the cultivation of students' core literacy,the teaching method of expert can provide powerful inspiration to the new teachers.Therefore,this paper chooses to conduct a comparative study between experts and novice teachers,aims to find the difference between the two types of teachers in the implementation of core literacy,which is of great theoretical guidance and practical value for the professional development of teachers.To this end,this article is based on the mathematical abstract literacy proposed in the "Ordinary High School Mathematics Curriculum Standards(2017 Edition)",Taking three expert teachers and three novice teachers in a middle school in Xiamen as the research object,for the classroom teaching of the core concepts of high school mathematics,using literature analysis,classroom observation,case analysis,comparative research,etc.Record and analyze the classroom video of the six teachers,through the five aspects as following to compare and research the difference between the novice teachers and experts of high school mathematics in cultivation of students' mathematical abstract literacy in the concept class: the effectiveness of the teaching materials,the relevance of the teaching links,the introduction of concepts,the content and nature of the questions and the distribution of classroom capacity.The research conclusions show that the following differences between expert teachers and novice teachers:(1)In the processing of teaching materials,expert teachers can reflect the abstract process of knowledge from special to general,reaching the level of S3;novice teachers pay more attention to details and knowledge transfer,rely too much on teaching materials,and reach the S2 level.(2)In terms of teaching links,the expert teachers value the logic,the process of knowledge formation and the students' thinking and expression ability,and perform well in infiltrating the mathematical abstract literacy from all links and reach the S3 level;while the novice teachers pay too much attention to the knowledge understanding and the memory of students.The teaching process lacks logic,only reaching the S2 level.(3)In terms of concept introduction,expert teachers are good at citing old knowledge to extract mathematical models and reach S1-B level;the novice teachers lack of abstraction of concept formation process as introduce the new concepts and reach S1-A level.(4)In terms of the content and nature of the questions,the expert teachers are good at presupposing questions and asking questions with thinking.They can use the questions to guide students to carry out abstract thinking and reach the S3 level.The novice teachers tend to ask some mechanical questions but less understand application questions which could reach the S2 level and partially reaching the S3 level.(5)In terms of the distribution of classroom capacity,the content set by the expert teacher is hierarchical and can reach the level of S3-B3;the knowledge level set by the novice teacher is not clear,the more is the knowledge in book but hardly expand.Reach the S2 level.