Comparative Study On Classroom Teaching Behavior Of Junior Middle School Mathematics Teachers

With the continuous deepening of quality education and new curriculum reform,the improvement of teachers' teaching quality has gradually become the top priority in improving education.Teacher classroom teaching behavior is an integral part of classroom teaching and also a major factor in improving teachers' teaching quality.Therefore,it is particularly important to carry out teacher teaching behavior research.In the comprehensive analysis of the research on the basis of domestic and foreign teacher's teaching behavior,first of all,this study for the novice,skilled,expert three stage teachers about "a yuan quadratic equation" this class teaching design,adopt the way of lesson with heterogeneous from the Angle of two points,evaluation and judgement,this paper compares and analyzes the macro differences to grasp the three stages of mathematics teachers;Later,with the aid of Cao Yiming proposed A hierarchical key teaching behavior,such as selection of three stages of teachers' classroom videos,using the classroom activity analysis,improved Flanders interaction analysis(iFIAS),and other research methods,the junior middle school mathematics teachers interact between teachers and students,teacher questions,students listen and students of these four key to solve the problem.A comparative study on classroom teaching behavior,for the novice teachers,skilled teachers and expert teachers of these four key differences between the teaching and the problems existing in the novice teachers,and puts forward improving the four key corresponding Suggestions of teaching behavior.In the end,On the basis of various research conclusions on the classroom teaching behavior of junior middle school mathematics teachers,combined with the characteristics,influencing factors and development direction of the classroom teaching behavior of junior middle school mathematics teachers,this paper proposes the strategies to improve the classroom teaching behavior of junior middle school mathematics teachers as a whole.The specific research contents and conclusions are as follows:Teacher-student interaction.Using the improved Flanders interactive analysis software to encode the interaction behavior of analysts.The interactive behavior of the novice teacher classroom teacher and student has the following problems:(1)the teaching language is single and lacks interest;(2)master the classroom The right to speak,the low participation of students;(3)the lack of inspirationalness of questioning speech,low effectiveness;(4)the problem of imprecise expression of mathematical language.Suggestions for novice teachers:(1)New teachers should strive for teaching The language is rich,vivid and interesting;(2)pay attention to the inspiration and validity of questioning speech;(3)apply metaphor teaching methods to strengthen the connection between life and mathematics;(4)strengthen the training of mathematical language.Teacher questions put forward by the teacher to ask questions.In the Ye Lijun did some modification on the basis of the research framework,from question types of the teachers and students answer type two aspects were studied.The novice teachers classroom teaching teacher questioning behavior exist the following problems:(1)classroom questioning quantity is little,high cognitive level of ratio is low;(2)the question time is higher than the answer time of students,ignoring the development of students themselves;(3)the way of asking questions needs to be improved,and students give more mechanical answers;(4)classroom questions are short of relevant skills,simple language,lack of interest and effectiveness.(2)master questioning skills and improve the effectiveness of questioning;(3)appropriate use of follow-up,to form an efficient "problem chain";(4)choose the way to ask questions according to the questions,and stimulate students' high cognitive mathematical thinking;(5)take the mathematics teaching goal as the guidance,grasps the question level.Students listening.According to the existing Yu Guowen Cao Yiming etc,puts forward a research framework on the basis of concerned elements,improve the students listening behavior research Angle can be divided into listening to students make up listening to the teacher speak,and increases the sound body transformation,to listen to the students make up listening to the teacher speak two angles as a starting point,from his involvement in the degree and the duration and listening main body transform number three aspects are studied,and made a detailed classification of the degree of involvement in,make the students listening involvement in the degree of observability.The novice teachers' classroom teaching the students listen to the following problems:(1)only pay attention to the knowledge of the professor,ignore the emotional education of students;(2)the form of classroom organization needs to be improved;(3)too much attention is paid to teachers' speaking,while students' "speaking" is ignored.(2)focus on improving students' participation in class;(3)improve the divergence of classroom structure.In terms of problem solving,students are studied according to the existing research framework.The novice teacher classroom teaching students have the following problems:(1)students have a single way ofdoing questions,field change Less;(2)lack of education and life in mathematics topics;(3)lack of continuity and openness in topic setting;(4)grasp of exercises on the surface.Suggestions for novice teachers:(1)Study setting example exercises;(2)dig into the value of the example exercises;(3)transform a variety of ways to do the problem and the field of the problem.The strategies for novice teachers to improve classroom teaching behavior are as follows:(1)constructing an effective mathematics teacher's classroom teaching behavior mode;(2)promoting the professional development of mathematics teachers' classroom teaching behavior;and(3)constructing a professional learning culture of teacher group interaction;(4)Deeply grasp the new curriculum concept and adhere to the same words and deeds.