Revision Of TEDS-Instruct Classroom Teaching Quality Index System In China

At present,international mathematics education pays great attention to the study of classroom teaching quality evaluation.However,the evaluation of mathematics teaching quality in China is changing from the original focus on results to the classroom teaching process,from the original focus on teachers 'teaching to the focus on both teacher's teaching and students' learning and teacher-student interaction.Based on this,this study mainly discusses the following two issues:(1)Revise the Quality Index System for Mathematics Classroom Teaching in Junior Middle School developed by the German research team.(2)Construct the weight coefficient of the evaluation index system of mathematics classroom teaching quality in junior high school.For the first question,first of all,I refer to many relevant literature and translate the TEDS-Instruct teaching quality framework by myself.Then,for more accurate translation,I consult the advice of the tutor and several students,the opinions of 5 mathematics education scholars with overseas background,and the opinions of 20 middle school first-line math teachers.Secondly,it was revised after two rounds of expert consultation with 13 college teachers,7 faculty members and 15 mathematics teaching and research leaders of each famous school and the semi-structured interviews of 8 teachers among them.Finally,the indicator system developed by the German research team was revised to the quality framework of mathematics classroom teaching in middle school,including a first-level indicator,25 second-level indicators,and 72 classroom observation points.In addition,in the process of revising the TEDS-Instruct teaching quality framework developed by the German research team,it was found that there are certain differences in the classroom teaching quality index system between China and Germany due to the differences in culture and national conditions of the two countries.Based on the analysis of the differences and related literatures,11 differences in classroom teaching,which are the focus of the classroom teaching quality evaluation index system in China and Germany,are finally obtained.They are as follows:(1)The "German version system" pay more attention to whether classroom teaching has clear teaching routines and whether classroom interference can be prevented;(2)"German version system" pays more attention to the right of students to choose independently,while "Chinese version system" pays more attention to the leading role of teachers;(3)"German version system" respects the individual differences of students more and pays more attention to individual student guidance;(4)"German version system" pays more attention students' cooperative learning and self-directed learning;(5)The choices of mathematics teaching methods in "Chinese version system" tend to focus on the problem to promote deep thinking of students;(6)"Chinese version system" attaches more importance to the relevance of mathematical content;(7)"German version system" ignores the teaching concept of "practice makes perfect",while "Chinese version system" emphasizes it;(8)"German version system" pays more attention to establishing the connection between mathematics and life than "Chinese version system";(9)Comparatively,the " German system " pays more attention to the use of mathematics tools;(10)"version of the system" more attention to the cultivation of geometric intuitive ability;(11)"version of the system" more emphasis on classroom middle school students the opportunity to express and communicate in mathematical language.For the second question,this study distributed questionnaires to experts in the second round of Delphi method,and used the structural entropy weight method combining qualitative and quantitative methods to determine the weights of various indicators and used the classroom observation points to form a middle school mathematics classroom teaching quality indicator system.Among them,the weighting coefficients of the first-level indicators classroom management,student support,cognitive thinking challenges,mathematics teaching content,mathematics teaching activities,and mathematics ability training are 0.1040,0.1323,0.1975,0.1905,and 0.1713 respectively.