Research On The Teaching Feedback Behaviors Of Mathematics Teachers In High School

With the continuous deepening of the reform of mathematics curriculum,more and more attention is paid to the process evaluation in classroom teaching.Written guidance has been reflected in the latest version of the mathematics curriculum standards,and related research has become a current trend,and Among them,teachers 'classroom teaching feedback behavior is an indispensable part of the classroom,and it is also the main channel for students to obtain teachers' information.On the one hand,students receive information on the level of knowledge and skills,and on the other hand,they accept the spiritual level of language and posture in the process of teacher feedback.Information,so efficient classroom teaching feedback has a crucial relevance for the overall development of students.Based on the current state of research,this article chooses the high school stage to study the behavior of mathematics teachers' classroom teaching feedback.Through this research,we get some inspiration.It aims to improve teachers' classroom teaching feedback ability and improve teaching.According to the research questions,through literature survey and classroom video observation,the classroom observation scale was developed in the early stage,and three expert teachers and novice teachers were selected.The teacher's classroom was recorded in real time using the same class heterogeneity,and the teacher's classroom was repeatedly viewed and recorded.Feedback behavior,using a combination of qualitative and quantitative methods,analyzes the teacher's feedback object,feedback nature,feedback timing,and specific behavior of feedback.This study reached the following conclusions:(1)The feedback behaviors of expert teachers in classroom teaching have the following characteristics: making good use of classroom teaching feedback,diversified feedback behaviors;wide coverage of classroom feedback,the feedback objects are all-round;teachers' classroom teaching feedback is mainly to affirm students;teaching attaches importance to processivity Evaluation,guidance feedback is more;emphasis on written feedback,highlighting difficult points;feedback instructions are timely and accurate.However,expert teachers have a strong tradition in teaching concepts.Therefore,it is recommended to increase the diversity of equipment feedback and enrich feedback methods in the mathematics teaching of expert high schools;(2)The research reflects some problems of novice teachers: too much emphasis onteaching tasks,emphasis on results,and light process;feedback subjectivity is strong,lack of thinking about transposition;feedback is simple,mainly repeating student answers.Therefore,it is recommended that novice teachers clearly define the role of feedback in teaching in high school mathematics classrooms and strengthen feedback awareness;increase procedural feedback and do not overemphasize teaching tasks;actively provide feedback behaviors and value the cultivation of students' emotional attitudes;reduce feedback on equipment Rely on timely feedback with written feedback;make reasonable use of inquiry feedback and steering feedback.(3)The feedback behavior in high school mathematics classroom teaching should pay attention to: Provide more guidance feedback in the new lecture,mainly explain,follow up,repeat questions,written feedback;provide more positive feedback in the review class,refer to questions,follow up Mainly,strong oral feedback;strong oral feedback,follow-up,explanation,equipment feedback and written feedback in the exercise class.