Research On The Teaching Behavior Of Primary School Mathematics Classroom Oriented To The Training Of Higher-order Thinking

With the advent of the educational informationization 2.0 era,classroom teaching should pay more attention to the inspiration of students' thinking activities.The new curriculum reform also raises the requirements for students' high-level thinking and innovative thinking.The main task of current teaching is no longer the simple teaching of knowledge and methods,but the transformation into classroom teaching allows students to acquire more basic thinking and methods,and to stimulate students' higher thinking ability.As an important part of classroom teaching,there are still many irregularities in the current classroom teaching behavior.Optimizing classroom teaching behavior can not only promote the professional development of teachers,but also meet the needs of curriculum reform.Therefore,from the perspective of cultivating students' advanced thinking,this study adopts literature research method,content analysis method,video analysis method and classroom text recording method to analyze classroom teaching behavior.First,on the basis of relevant literature theory,through the classification and characteristic analysis of primary school mathematics classroom teaching behaviors,live main classroom teaching behaviors were selected,and based on the Marzano's Taxonomy of Educational Objectives,the observation scale of classroom teaching behaviors for higher-order thinking cultivation was constructed.Secondly,the software NVivoll is used to analyze video in the classroom of primary school mathematics expert teachers,and to explore and summarize the characteristics of high-level thinking classroom teaching behaviors of primary school mathematics expert teachers,so as to provide experience and reference for front-line teachers.Based on the research results,the author puts forward some suggestions for primary school mathematics teachers to improve the quality of primary school mathematics classroom teaching,in order to build a regular classroom to improve students'thinking ability,promote students' deep learning,and promote teachers' professional development.The results show that:(1)expert teachers promote students' thinking development according to the path of "Self-system?Meta-cognitive system?Retrieval?Comprehension?Analysis?Knowledge application",and there is no crossing of thinking level;(2)expert teachers attach great importance to classroom presentation for higher-order thinking,especially to stimulate the development of students' self-systematic thinking level by setting up situations through presentation;(3)cxpert teachers' questions are usually based oin low-level questions and gradually rise to high-level questions,especially open questions;(4)expert teachers have high enthusiasm for students' responses in higher-level thinking class,and students actively participate in higher-level thinking activities,and higher-level thinking is fully developed;(5)expert teachers tend to give feedback on students' thinking process or combine it with emotional attitude and value feedback to develop students' higher-order thinking;(6)in class of expert teachers,students are more likely to learn the knowledge taught by teachers in the context of teachers' dialogue,and are not good at actively expressing their own opinions and opinions or actively asking questions.Based on the research results,this paper puts forward the following suggestions and strategies for teacher professional development:(1)to promote the development of students' thinking should conform to students' cognitive characteristics,following the thinking level development path of "Self-system?Meta-cognitive system?Retrieval?Comprehension ? Analysis?Knowledge application”,and gradually improve students'thinking;(2)correctly grasp the timing and frequency of narration,face the cultivation of advanced thinking of students,and select appropriate situations to help the implementation of narration teaching;(3)pay attention to the thinking level of questions;appropriately increase the proportion of high-level thinking level questions,pay attention to balance the openness of questions;open questions should occupy a certain proportion;(4)pay attention to and guide the development of students' high-level thinking in the process of feedback,focus on the thinking process of students,and give feedback based on emotional attitude and values.