A Case Study On The Characteristics Of Excellent Junior Mathematics Teachers' Feedback In Expansion Curriculum

Feedback is an important part of the teaching process.Teachers give feedback according to the responses of different students.By using the method of literature analysis and combining with the teaching videos of expansion mathematics curriculum,the teaching link "situation introduction/review of old knowledge-new knowledge learning-example exploration-expansion and improvement-summary and reflection" is concluded.on the basis of the existing teaching behavior research framework,combined with expanding real classroom teaching to modify its index properly: added "feedback" research dimension,in the "explicit feedback results" research dimension increased "teachers supplement the answer","the teacher asked the students added","teachers directly answer" and "follow-up feedback" four classes.Two classes of geometry,algebra and statistics were selected from the excellent mathematics teachers,and a total of six extended courses were filmed for classroom teaching.According to the research framework,the feedback behavior of the excellent mathematics teachers in each class is classified and the data results of the feedback behavior of the excellent mathematics teachers in each group are calculated.Based on the analysis and conclusion,it is concluded that the feedback behavior of excellent mathematics teachers in the expansion curriculum of junior middle school has the following characteristics: the teaching feedback time of different links varies greatly;Teaching feedback has distinct pertinence and accuracy;Positive feedback dominated the teaching feedback results.The teaching explicit feedback form focuses on different teaching contents.Many aspects reflect the development of the curriculum "increment".