The Research On The Strategies Of Feedbacks In Primary Mathematics Class

Feedback is teachers’ response and treatment to students’ answer in class,and it is an important part of the question-answer process.That teachers can flexibly apply the strategies of feedbacks in class adapts to the trend of the new basic education curriculum reform.The thesis mainly adopts the literature analysis method,watching good quality classes on network method,and the practice reflection method to study teachers’strategies of feedbacks when facing the students’ different level of anwsers in mathematics classes in primary schools.Through the questionnaire survey,the author found that both novice teachers and experienced teachers know the importance of feedback in class.But when it comes to the ability of feedbacks,obviously an experienced teacher is better than a novice teacher.The author reviewed the literature,then combined with her education practice and the online good quality classes to summarize teachers’strategies of feedbacks when facing the students’ different levels of anwsers in mathematics classes in primary school.When students answer correctly and positively,the teacher can use specific praise strategy,simple affirmative strategy,repeating affirmative strategy,promotion affirmative strategy,follow-up strategy,and turning to others strategy.When students answer correctly but shilly-shally,the teacher can use the follow-up strategy,turning to others strategy,the rhetorical question strategy.When students make mistakes due to carelessness,the teacher can use prompt strategy and rhetorical question strategy.When students make mistakes because they do not know,the teacher can use probing strategy,prompt strategy,white space strategy and normative collation strategy.When the students’ answer is incomplete,the teacher can use the interrogation strategy,the rhetorical strategy,the transfer strategy,the canonical collation strategy,and the promotion collation strategy.When students can not answer,the teacher can use the questioning strategy,the inquiry strategy,and the turning to others.Based on this research,the author suggests that the strategies should be flexibly chosen,with full preset before class,attentive listening in class,and positive reflection after class.The practice has proved,for different answers,the reasoning strategies of this thesis not only have improved the author’s ability to reply,but also have improved the students’academic performance,and have reduced the distance between students and teachers.