Research On Classroom Feedback Of Primary School Mathematics Teachers

Classroom feedback is an important part of teacher classroom teaching and an important way to promote student learning and teacher professional growth.However,the current research on classroom feedback still has some shortcomings in theoretical and practical research.In view of this,this study intends to use the primary school mathematics classroom as an example to study classroom feedback.On the basis of reading relevant literature and actual classroom observation,the classroom feedback analysis framework is constructed,and the teacher classroom feedback is divided into oral language feedback and body language feedback.The oral language feedback is divided into positive feedback and negative feedback.Positive feedback includes Evaluative feedback,repetitive feedback,rehearsive feedback,propulsion feedback,and suggestive feedback;negative feedback mainly includes mechanical repetition,simple negation,malicious criticism,negative no feedback;body language feedback mainly from facial expressions,Three aspects of gestures and eyes are studied.Design classroom feedback analysis framework,go deep into the actual classroom,collect relevant data by means of voice recorder and classroom feedback record table,and conduct statistical analysis,and find the overall characteristics of primary school math classroom feedback,the specific performance is:the frequency of classroom feedback is high,classroom feedback The forms are diverse,the types of feedback in the classroom are concentrated,and the feedback content is positive,but there are also certain problems.For the different types of oral language feedback characteristics,the specific performance is:evaluative feedback is widely used,with the main form of questioning;the emphasis of repetitive feedback is equal to the proportion of doubt,the flexibility of interrogative replication needs to be improved;the use of rehearsal feedback Slightly insufficient,the succinctness of the language needs to be improved;the propulsion feedback is widely used,and the questioning is the main form;the form of suggestive feedback is diverse,and there are group differences;the negative feedback is mostly mechanical repeated feedback,and the difference between teachers at different levels is obvious.No verbal language feedback is used less,and it is better with body language feedback.According to the classroom feedback characteristics of teachers in different aspects of teaching activities,the specific performance is as follows:the importing link is mainly evaluative feedback,and the oral feedback form is affirmative;the new teaching link is the highest proportion of questionable feedback,and the mechanical repetition phenomenon should be paid attention to;The consolidation link has various forms of feedback,and the method suggestions and attention behavior feedback are used more.The summary links are summarized and summarized,and the emphasis feedback emphasizes the key points.According to the comparative analysis of the feedback performance of expert teachers,experienced teachers and novice teachers,it is found that teachers at different levels have significant differences in evaluative feedback,repetitive feedback,propulsion feedback,negative feedback and no verbal feedback.There are differences in rehearsal feedback and suggestive feedback,and the difference is not significant.On this basis,from the enhancement of teachers' classroom feedback consciousness,improve teachers' theoretical literacy about classroom feedback,develop teachers' multiple types and forms of feedback skills,and enhance teachers'feedback on feedback practice,improve classroom feedback of primary mathematics teachers.Ability to make recommendations.