A Comparative Study On The Classroom Teaching Behavior Of Junior Middle School Mathematics Teachers

On deepening the reform of education teaching comprehensive improve the opinions of the compulsory education is pointed out that compulsory education is a matter of hundreds of millions of young children's healthy growth,the people's education is a matter of national development and national future demand is run by a learning to the studious,a key factor to improve the quality of compulsory education is to improve the teachers' education teaching ability,the essence of which is to improve the effectiveness of teachers' classroom teaching behaviors,teachers' behaviors in classroom teaching greatly affect students' future development,so this study is dedicated to the growth of teachers classroom teaching behavior by focuses on survival situation Attention is paid to the composition of students in three stages.Novice teachers can only have a good development in their career in the future if they learn from experienced teachers and senior teachers in the initial stage of growth and find their own shortcomings.This study selected 12 junior middle school mathematics teachers as the research object,respectively,selected the four novice teachers experience,four teachers and four senior teachers,classroom video through repeated observation,adopt the method of combining quantitative analysis and qualitative analysis,the mathematics teacher's classroom,classroom interaction,classroom management,classroom feedback four main teaching behavior has carried on the detailed research,respectively formulate the 4 kinds of classroom teaching behavior observation scale,points out the differences between novice,experience and senior teachers,and puts forward the corresponding Suggestions.The main methods are video analysis,classroom observation and interview.The basic process is as follows :First of all,text arrangement of 12 classes and translation of teaching language required by research into text;Then select the required coding system and conduct coding analysis;At last,conduct quantitative and qualitative analysis on the results of coding analysis and draw research conclusions.The main research questions are as follows :The differences in classroom presentation behavior between novice,experience and senior teachers;Differences in classroom interaction behaviors of novice-experience-senior teachers;Differences in classroom management behaviors of novice-experience-senior teachers;Differences in classroom feedback behaviors of novice-experience-senior teachers.The results show that: 1.In the presentation behavior,the novice teacher's blackboard writing is not prominent,experienced teachers are more free to write on the blackboard,senior teachers blackboard writing has a strong logic.2.In the interactive behavior,novice teachers are more likely to ask questions with low cognitive level,and ask questions in a single way,experienced teachers are more good at medium cognition and high cognition level questions,good at using the way of first call and then ask,Senior teachers pay attention to all students,give consideration to all kinds of cognitive level problems,and ask questions in a more diversified way.3.In the management behavior,both novice and experienced teachers pay much attention to classroom behavior problems,while senior teachers take corresponding management measures only when classroom discipline is seriously damaged.4.In the feedback behavior,novice teachers interrupt students' answers more frequently,experienced teachers pay more attention to guiding students' thinking through verbal feedback,and senior teachers pay more attention to responding to students' answers through nonverbal feedback.At the end of the paper,some Suggestions are put forward for novice teachers to help their professional growth and development.