Research On Blackboard Writing Behavior In Junior Middle School Mathematics Teaching

Blackboard writing is an essential tool in classroom teaching,and also an important carrier for teachers to preach,learn and solve problems.In junior high school,mathematical knowledge began to increase the degree of abstraction,many thinking processes need to be presented by writing on the board,many problem solving details need to be demonstrated by writing on the board,and many complex graphics need to be simplified by writing on the board.Therefore,the study of blackboard writing in junior middle school mathematics has important significance and value for improving the quality of mathematics classroom teaching and students' mathematics learning ability.This paper mainly studies 24 video analysis courses to study the characteristics and problems of blackboard writing behavior of teachers in mathematics teaching,as well as the differences and correlations among different teaching contents,teaching types and regions.In order to solve these problems,the author first clarified the connotation of the keywords involved in the study,and then combined with the results of literature research and preliminary video observation,formed a three-level evaluation framework for the blackboard writing behavior of junior middle school mathematics,including 3 first-level codes,8 second-level codes,and 19 third-level codes.Then,the coding was preprocessed,and two video classes were selected.A student was asked to code the video class according to the coding standards and compare the coding results with his own.SPSS22 software was used to verify that the consistency degree of the two students' coding results was greater than 0.75.NVivoll Plus software was used to observe 24 video courses,prepare scripts,and create three-level tree nodes.Then,Excel was used to conduct statistics and analysis on the data,and the coding of blackboard writing behavior was analyzed in the aspects of integrity,difference and correlation.From the perspective of vertical coding indicators,there are some problems in the blackboard writing behavior of junior middle school math teachers,such as insufficient participation of students in blackboard writing,excessive reliance on media,low awareness of innovation,and insufficient time for students to digest after blackboard writing.In different teaching stages,blackboard writing plays different roles,especially in the introduction of new knowledge,many teachers gradually deliver it to electronic equipment.From the perspective of the total coding amount of horizontal blackboard writing behavior of teachers,we find that there are great differences in teaching blackboard writing behavior,and the level of blackboard writing is uneven.There are also some regional differences in the blackboard writing behavior of teachers.Different teaching contents have obvious differences in teaching support and visual support.Different teaching types have great differences in teaching support,and there is a statistically significant correlation between teachers' blackboard writing behavior and teaching types.According to the results of statistical analysis,this paper puts forward several problems that should be paid attention to in the blackboard writing behavior of middle school mathematics classroom teaching:(1)use the auxiliary blackboard writing reasonably;(2)improve the innovative consciousness of blackboard writing design;(3)increase the proportion of students writing on the blackboard in class;(4)give students proper time to tidy up and digest after writing on the blackboard;(5)enhance teachers'emphasis on blackboard writing;(6)reasonably play the role of blackboard writing;(7)optimize the placement of blackboard writing carrier.So as to optimize the blackboard writing behavior in the middle school mathematics classroom teaching,and help the teaching activities to carry out better.