A Comparative Study Of High School Mathematics Teachers' Classroom Teaching Behaviors

Classroom teaching behavior,as an external manifestation of teachers' quality,directly affects the quality of classroom teaching.Due to differences in teaching environment and teaching practice experienced by teachers,there are also great differences in their classroom teaching behaviors.Studying the differences between teachers' teaching behaviors can help us find the bright spots of expert teachers' behaviors and point out the direction for novice teachers to promote their own development.This study takes the classroom teaching behaviors of the two types of teachers in the course of Ellipse and Its Standard Equation as the content carrier.Through comparison,the similarities and differences in behaviors are found,laws are found,and characteristics are summarized,so as to put forward some valuable suggestions to promote the rapid growth of novice teachers and to give students a high-quality and efficient classroom.This article consists of four chapters.The first chapter is an introduction.Firstly,it discusses the background of the topic selection from three aspects:new curriculum reform,teachers' own development and classroom practice.Secondly,it summarizes and compares the existing research conclusions at home and abroad,and puts forward its own opinions.Then it tells itself the origin of the problem,the purpose and significance of the research.Finally,it explains the research methods and steps.The second chapter is the structure of the thesis,including how to select the research content and object,and how to use Nvivol 1 to code and analyze the classroom records.The third chapter is the main body of the thesis,which makes a comparative analysis on the density,frequency distribution,duration distribution and individual behavior distribution of teacher-student interaction behaviors,and finds out the similarities and differences between the two types of teacher behaviors.The fourth chapter is the end of the paper,which puts forward the research conclusion and improvement measures,and looks at the characteristics,shortcomings and further direction of this research from a macro perspective.The study found that there are significant differences between novice teachers and expert teachers in the following five points:(1)The novice teachers have more instructions and commands,and give students less active answers.They are accustomed to repeating students' replies answer;Expert teachers use step-by-step questioning method to constantly guide students,give the classroom to students,give students the opportunity to fully speak.(2)The novice teachers still lack the knowledge points,and the teaching design needs to be improved;the expert teachers have a deep understanding the knowledge points of each chapter and section need to be diversified in the use of teaching media.(3)The novice teachers lack the ability to respond to classroom emergencies,and their language skills need to be improved.Expert teachers have high teaching tact and are flexible in dealing with classroom emergencies.(4)The novice teachers mainly teach and tend to control the classroom;the expert teachers take students as the main body of the classroom to inspire and induce.(5)The novice teachers pay attention to students' understanding and mastery of teaching content,ignoring students' true feelings;expert type teachers accept students' emotions and mobilize students' learning enthusiasm through appropriate questions.