A Research On The Localization Of TIMSS Mathematics Classroom Analysis Tool

Under the background of the New Curriculum Reform in China,the concept and requirements of the New Curriculum Reform have a profound impact on all aspects of the classroom.In the end,the implementation of the curriculum plan and the development of quality-oriented education take place in the classroom,and the improvement of education quality is always inseparable from classroom teaching.The classroom provides an opportunity for the interpretation of teaching,and the research on classroom instruction assumes the responsibility of explaining the improvement of students' learning,the improvement of teachers' teaching quality and the implementation of educational reform.Therefore the classroom teaching analysis tool is its realization method and approach,so it is very important to choose the classroom teaching analysis tool that fits the local practice.In view of this,this study uses TIMSS International Mathematical Classroom Analysis Tool for reference,adopts literature research,interviews and case study methods to answer three research questions: why localize TIMSS classroom analysis tools and whether they can adapt to domestic mathematical classroom analysis,what is the implementation path of TIMSS classroom analysis tools localization,and how is the practical effect of TIMSS-L localization classroom analysis tools.This paper discusses how to apply TIMSS analysis tools with great practical value in China's real environment,and then realize the potential adaptation of teaching research tools to Chinese native mathematics classroom.First,this paper discusses the necessity and feasibility of selecting TIMSS for localization from four aspects: the value and shortage of TIMSS tool,the development of domestic classroom teaching research and tools,and the local characteristics of Chinese mathematics classroom.Second,the localization improvement of TIMSS was carried out with the theoretical clues of classroom teaching analysis theory,new curriculum concept and TRU mathematics teachingquality evaluation framework.After case code fitting and interview improvement,,TIMSS-L localization tool was finally obtained.Thirdly,in order to test the practical effect of TIMSS-L localization tool,the practical application value of TIMSS-L localization tool was demonstrated from three aspects of coding framework,program and result presentation by comparing with the practice application of iFIAS,a highly known and widely used improved Flanders interactive analysis system.The TIMSS-L localization tool,which is based on the transformation from China,has realized two rounds of coding analysis in the classroom.The first round of coding divides the classroom into 15 classroom structures for coding.On this basis,the second round of coding focuses on the form of teacher-student interaction,and codes40 specific behaviors according to the four dimensions of speech and non-speech of different subjects.This study provides a discussion on the localization of classroom analysis tools from the perspective of what classroom structure and teacher-student interactions are important.