A Study Of Classroom Feedback From Mathematics Teachers In Primary School

Classroom feedback refers to teachers' immediate targeted evaluation and feedback on the students' performance of a previous question.It stays throughout the whole procedure and plays an important role in classroom teaching.However,many teachers,especially the novice,are not able to use various types of feedback flexibly and scientifically in classroom setting.This study aims to find out the reason for the gap between the primary mathematics teachers and the prestigious teachers by comparing the classroom feedback between them,so as to provide guidance and reference for front-line teachers.This research mainly adopts a combination of literature research method and survey research method,observing the teaching of six primary mathematics teachers' class.Then the author analyzes and classifies the observation data.Combined with the number of occurrences of various teachers' response to students' answer behaviors,the percentage of response actions in the whole classroom feedback are analyzed,which can be compared with the data of prestigious teachers for analyzing the reasons that affect primary school mathematics teachers' classroom feedback,and provide some effective teaching strategies for front-line teachers.This research is mainly divided into three parts: introduction,body and conclusion.The body part includes four chapters.The introduction part firstly points out the necessity and importance of effective feedback in classroom teaching,and defines the two core concepts of “classroom feedback” and “classroom feedback in primary school mathematics”.Subsequently,the research ideas and research methods are clarified by combing the relevant literature of “classroom feedback” from four aspects.The first chapter clarifies the meaning and development process of classroom feedback by combing the theory of classroom feedback and teachers' response to students' answer.It points out the importance of teachers' response to students' answer to classroom teaching and summarizes the theoretical basis of research on classroom feedback.Combined with the correlation scale,the observational dimension of primary mathematics teachers' classroom feedback are determined.The second chapter analyzes the characteristics of primary school mathematics teachers' classroom feedback through questionnaires,mainly including the frequency of various responses forms in the classroom feedback,and the percentage of various responses frequencies to total responses frequencies.The third chapter explores the reasons for the differences between the two types of classroom feedback based on the comparison between primary school mathematics teachers and prestigious teachers.The main reasons are that teachers lack of responding consciousness,skills,methods of student evaluation and prediction for classroom dynamic generation and so on.The fourth chapter proposes optimum strategies for primary school mathematics teachers' classroom feedback based on the analysis of current situation and the factors of primary school mathematics teachers'.The strategies are as follows.Teachers should strengthen the sense of classroom feedback to students' answers,pay more attention to the presupposition of classroom feedback,practice the language of classroom feedback,grasp the timing of feedback,use the “four questions” skillfully around the questions and focus on the development of students to improve students' confidence.The conclusion summarizes and prospects the research limitations and expectations of primary school mathematics teachers' classroom feedback.