A Comparative Study Of Mathematics Classroom Teaching Between Elementary School Novice Teachers And Expert Teachers

With the deepening of the new curriculum reform,the requirements for teachers'classroom teaching are getting higher and higher.Especially for novice teachers,because of the lack of teaching experience,the teaching ability is relatively weak.So how do novice teachers grow up in a short period of time?What are the commonalities and differences between novice teachers and expert teachers in classroom teaching?In this study,20 new lectures of 10 expert teachers and 10 novice teachers were selected as research samples,and the video lessons of the same teaching theme of the four representative teachers and two novice teachers were selected.Literature analysis method,video analysis method and comparative research method,coding,statistics and analysis from the five dimensions of teaching objectives,classroom teaching structure,teaching links,teaching methods and textbooks,through the combination of quantitative research and qualitative research,The commonality and difference of classroom mathematics expert teachers and novice teachers in classroom teaching are compared and analyzed,which provides a reference for mathematics novice teachers to quickly improve their teaching ability.This study has the following conclusions:1.From the perspective of the setting of teaching objectives,the setting of the goal of emotional attitude and value is basically the same,and the setting of the two teaching objectives of knowledge and skills,process and method is quite different.2.From the perspective of classroom teaching structure,there is no significant difference.3.From the perspective of teaching,they can use the students' existing experience or materials in life to create situations for teaching,and they can choose the appropriate exercises.However,the expert teachers pay attention to the cultivation of students' self-learning ability and thinking ability,and guide students to construct knowledge in dynamic generation.The novice teacher simply states the knowledge and conveys the knowledge points to the students.4.From the perspective of classroom activities,the whole class is the main form.However,the proportion of non-public activities of expert teachers is higher than that of novice teachers.The teaching links are more targeted,the language is more affinitive,the relationship between teachers and students is democratic and harmonious,and the ability of all aspects of students is always emphasized,while the language of novice teachers is often imperative.5.From the teacher-student question and answer point of view,the teacher-student interaction is mainly composed of "question-answer string",teachers'questions are mainly based on cognitive memory problems,and there is a lack of evaluation thinking problems.However,the number of questions asked by expert teachers is significantly higher than that of novice teachers.The cognitive level of the questions is higher than that of the novice teachers and the students have questions in the classroom,but the novice teachers did not appear in the classroom.6.From the perspective of teachers and students,the total number of words in teachers is far greater than the total number of words in students' discourse.The opportunities for teachers and students are very close.The depth of interaction between teachers and students is limited,and the phenomenon of students' words is quite obvious.However,the teacher-student ratio of novice teachers is higher than that of expert teachers.There are more opportunities for long discourse,less interaction between teachers and students,and higher proportion of students.7.From the perspective of the use of textbooks,the textbooks have been well developed.