A Comparative Study Of Classroom Feedback Behaviors Of Junior Middle School Mathematics Teachers

By analyzing the current status of class teaching,this paper reveals that novice teachers tend to attach importance to teaching content and classroom questioning behavior,despise teaching behavior and despise feedback behavior when they take a job as the teacher,which indicates the importance of improving novice teachers' teaching feedback behavior.Based on the combination of quantitative and qualitative analysis methods,this paper compares the teaching feedback behavior of novice and experienced teachers by video analysis,and tries to analyze the differences between experienced and novice teachers in classroom feedback behavior,so as to put forward good countermeasures and suggestions for novice teachers' professional developmentThis paper compares the same contents taught by experienced and novice teachers,respectively.Firstly,the video cases of the experienced and novice teachers' collected during the practice period are screened,and two new lessons and two exercise lessons of these teachers are chosen as the sample cases of this study.Secondly,the eight videos are transcribed into text,and the transcript content is encoded with the help of TIMSS encoding system and the existing research.Finally,the encoded contents are imported into the video analysis software Nvivo11,and all these videos are processed.In the comparative study,the process of classroom teaching is divided into four parts,including classroom questioning,classroom practice,group interaction and classroom silence through three dimensions,which including feedback mode,feedback object and feedback behavior.Then the similarities and differences between experienced and novice mathematics teachers in junior middle school in new teaching,exercise class and overall classroom feedback behavior are put forward.The research shows that positive feedback behavior is adopted mostly by both experienced-type and novice-type math teachers;experienced-type teachers tend to give feedback to the collective,indicating that in order to facilitate students'mastery of knowledge,they give feedback to the whole class after individual or partial feedback,while novice-type teachers tend to give feedback to the individual.In terms of feedback behavior,experienced teachers'teaching feedback behavior is more diverse,while novice teachers'classroom feedback behavior is mainly simple response or affirmation.In this paper,the similarities and differences of teaching feedback behavior between experienced and novice teachers' in mathematics classroom are analyzed,and some suggestions and countermeasures on teaching feedback behavior are advised.These suggestions are promoted by the analysis of the lectures and exercises from classroom questioning,classroom practice,group discussion and classroom silence.For novice teachers,these suggestions including reduce weak oral feedback,pay attention to students' emotional attitudes,increase questioning feedback in classroom silence,to enrich the feedback behavior and communicate with the experienced teacher.