Research On Analysis And Improvement Of Class Teaching Behavior In Junior High School Mathematics Concept Teaching

Mathematics concept teaching is an extremely important part of mathematics classroom teaching in junior high school,and is the basis of learning the following math content and constructing math knowledge system.Under the guidance of the idea of the new curriculum,mathematical concepts teaching emphasizes that teaching should be aimed at students' all-round development and pays attention to students' main position in the classroom,changes the teaching methods,and strengthens the interaction between teachers and students.Perfecting classroom teaching behavior is the most basic and important condition for teachers to become promoters of modern educational and teaching concepts.It is the practical need of junior middle school mathematics concept teaching to transform the inevitable requirement of new curriculum concept into teaching behavior and implement it in classroom teaching.By reviewing the relevant literature,it is found that the current research of mathematics concept teaching focuses on the exploration of the ideal state of mathematics concept teaching,and generally pays attention to the process,situation and interaction in the teaching process.However,there is limited research based on the real mathematics concept teaching classroom,and there is little research on mathematics concept teaching which makes teaching behavior as the breakthrough point.Focusing on classroom teaching behavior analysis can grasp the teaching characteristics of mathematical concepts more scientifically and accurately.Therefore,this research is based on the real mathematics concept teaching in math classes,analyzes classroom teaching behavior,carries out quantifiable research on complex and dynamic teaching practice,summarizes its characteristics and analyzes the problems,and puts forward the corresponding strategies to optimize teaching behavior,which aims to provide practical basis for improving mathematics concept teaching.According to the requirements of the new curriculum and Professor He Kekang's description of classroom teaching under the modern teaching environment,the basic attributes of the reform of mathematics concept teaching in junior middle school are as follows: changing classroom teaching structure,developing new teaching methods,creating information-based teaching environment,and changing classroom teaching mode.Based on the above theoretical analysis,the study selected 10 lessons of junior middle school mathematics concept teaching in the activities of "One teacher and one excellent class,one lesson and one excellent teacher" exhibited on the national public service platform of educational resources as sample lessons.With the help of TBAS classroom teaching behavior analysis system and S-T teacher-student behavior analysis method,the analysis was carried out from four dimensions concerning teaching structure,teaching mode,teaching environment and teaching mode.The content of body research is teacher-student behavior distribution,teacher-student specific behavior,media application behavior,S-T teacher-student behavior.Through video coding(one coding node every 3 seconds)and classroom observation,this paper quantitatively and qualitatively analyses the current situation of teaching behavior in mathematics concept teaching,and summarizes the features and analysises the problems within.The results show that:(1)Mathematics concept teaching in junior high school basically presents the characteristics of "teacher-led-student-centered".(2)Teachers pay attention to the indirect behavior to guide the teaching of mathematical concepts,and the questioning behavior needs to be improved.(3)There has not yet been a significant teaching behavior characteristic of concept teaching guided by student's viewpoint.(4)Teachers' application of technology effectively assists the teaching of mathematical concepts,while students' application of technology is insufficient.(5)The teaching of mathematical concepts is mainly a mixed teaching mode,and the interaction between teachers and students needs to be strengthened.According to above conclusions,the following strategies are put forward to provide reference for teachers to improve the teaching behavior of mathematical concept teaching:Firstly,we should strengthen the study of teaching concepts and deeply understand the connotation of teaching reform in mathematics concept teaching.Secondly,teachers should optimize the classroom teaching design,encourage students actively participate in the generation of mathematical concepts;Thirdly,we should improve the classroom questioning behavior,and guide students to understand the math concepts through the use of four kinds of questions.Fourthly,we should apply the media reasonably and make full use of mathematical cognitive tools to help students understand concepts.Fifth,teachers need to innovate the concept teaching mode to promote the interaction between teachers and students in a personalized and diversified way.