A Study On The Influence Of Teachers' Verbal Feedback On Pupils' Mathematics Learning Motivation

Teachers' speech is the main carrier for teachers to convey knowledge and emotion to students,and verbal feedback is an important part of teachers' speech.Primary school is the key stage to stimulate students' learning enthusiasm and form stable and positive learning motivation.Primary school mathematics is a subject that attaches great importance to the cultivation of thinking.Effective primary school mathematics teaching is not a matter for teachers to act and speak by themselves,but about stimulating pupils' interest in mathematic s learning,arousing their enthusiasm for mathematics learning and triggering students' thinking through appropriate verbal feedback,so as to enhance students' motivation for mathematics learning and make them become the masters of learning.Scholars at home and abroad have done a lot of researches on teachers' speech and students' learning motivation,but there is still a lack of research on the direct effect of teacher's feedback on pupils' mathematics learning motivation,especially in quantitative desc ription.This paper tries to carry out research on this,and reveals how primary school mathematics teachers should play the role of feedback,so as to help students timely perceive teachers' attitude towards their answers and evaluate or correct their mistakes.This study focuses on three questions :(1)what is the impact of the different types of teachers' feedback on pupils' mathematics learning motivation?(2)what are the characteristics of teachers' feedback in high quality mathematics classes of primary school?(3)what strategies can be adopted to improve the use of teacher feedback so as to enhance students' learning motivation? This research mainly adopts the method of questionnaire analysis and video analysis for high quality classes,1636 pupils from X primary school in C hongqing are selected as questionnaire respondents,and after cleaning and processing the collected data,correlation analysis,difference analysis and multiple linear regression analysis are carried out to explore the relationship between teachers' verbal feedback and pupils' mathematics learning motivation preliminary.The videos' of high quality class are 6 classes which won the first prize of the 13 th training activities of primary school mathematics educational reform for observation,communication and showing has been chosen in this study in order to further explore the use of teachers' verbal feedback in class and its influence on mathematics learning motivation.The videos are coded in Nvivo software according to ITIAS with feedback classification,and the coding results and transcribed text are statistically analyzed to summarize the outstanding characteristics of teachers' verbal feedback in high quality mathematics class of primary school.Finally,combined with the analysis and discussion of the above questions,some suggestions are put forward on how to improve the use of teachers' feedback.Main research conclusion can be summarized as follows:(1)In terms of students' gender,there is no significant difference betwee n male and female pupils in the lower and higher grades in mathematics learning motivation,but there is a significant difference in the middle grades.In terms of teachers' gender,there is no significant difference between male and female teachers in pupils' motivation of mathematics learning.In terms of learning grade,the mean value of learning motivation of boys in the lower grades is significantly higher than that of boys in the middle grades,and the difference of learning motivation between girls in different grades was not significant.(2)The coefficient of determination between the 12 independent variables and the motivation of mathematics learning is 0.097,which the 12 independent variables include pupils' gender,teachers' gender,teachers' age,grade and pupils' preference for 8 kinds of teachers' feedback.It means the 12 independent variables jointly explain the 9.7% variation of the motivation of mathematics learning.In the regression model,positive feedback,elicitation,repetition and recasts are the feedbacks which have a significant impact on mathematics learning motivation.The regression coefficients of these four variables are positive,indicating that pupils' preference for positive feedback,elicitation,repetition and recasts has a positive impact on their mathematics learning motivation.In other words,the higher their preference,the stronger their learning motivation will be.In each dimension of mathematics learning motivation,the types of teachers' verbal feedback that have significantly positive effect on pupils' mastery-approach goal are positive feedback,explicit correction,evaluation,clarification request and expansion.The three types of teachers' verbal feedback including elicitation,repetition and recasts have a significantly positive effect on pupils' mastery-avoidance,performance-avoidance goal and the motivation of avoiding failure.Positive feedback,elicitation,repetition and recasts have a significantly positive impact on performance-approach.Positive feedback,explicit correction,evaluation,clarification request and expansion can significantly affect pupils' motivation of pursuing success,besides,the effect of positive feedback,evaluation and expansion is positive,while the effect of clarification request and clarification request is negative.(3)In high quality mathematics classes of primary school,simple positive feedback is the first choice;The proportion of the feedback which has positive effects on pupils is higher;The corrective feedback whic h has negative effects on pupils is used less;The teachers of the lower grades use verbal feedback more frequently;The pertinence of teachers' feedback is insufficient.The suggestions are as follows :(1)Reasonably use the verbal feedbacks which have positive effect;(2)Carefully use corrective feedback;(3)Use targeted feedback based on individual differences of students;(4)Consciously enrich the content and form of teacher feedback.