Analysis Of Mathematics Teaching Strategies From The Perspective Of Growth-oriented Thinking Training

Growth Mindset,a concept formally proposed by professor Carol S.Dweck in her book?Mindset:The New Psychology of Success.?,which was published in 2006.Research shows that students with growth mindset will be willing to challenge,not afraid of failure,believe in their own efforts,and enjoy the learning process,and their performance will be better than those with fixed mindset under the same conditions.Meanwhile,growth mindset can also temper the negative impact of poverty on students.When teachers use the educational concept of growth mindset in teaching,students will be more involved in the class and their academic performance will be significantly improved.Xinjiang is an ethnic region,and we want to observe,from the perspective of cultivation of growth mindset,how the primary school mathematics classroom performance in ethnic areas,how the class performance of math teachers.And try to make some suggestions based on the research results.The mathematics teaching strategy in this paper means the relative and systematic behavior of the mathematics teachers in order to achieve the teaching purpose.During the field research in Urumqi,Xinjiang,18 lesson videos and 4 interview audio clips were collected from four teachers from two schools.For the collected video recording,nodes are established based on the coding table,and the video is directly encoded by Nvivo11 software.As a result,the density map of coding band and some quantitative charts are obtained.The interview audio was sorted out and transcribed into text to obtain 4 interview records.Based on the books and literature of Jo Boaler and Carol S.Dweck,this paper proposes a mathematical classroom research framework table from the perspective of growth mindset cultivation,and a mathematical teaching strategy coding table from the perspective of growth mindset cultivation.According to some data and charts obtained after Nvivo11 coding,the following results were obtained by combining quantitative research with qualitative research:i.The research framework of mathematics classroom from the perspective of cultivation of growth mindset is determined.ii.Put forward the mathematical teaching strategy coding table from the perspective of cultivation of growth mindset.iii.There are both commonalities and differences in the overall situation of mathematics teaching strategies of the two primary schools in Xinjiang among the perspective of growth mindset cultivation.The commonalities are that the four teachers in the two primary schools did a good job in the targeted praise,encouraging students to dare to propose different ideas,and do not to "label"students.The difference is that each teacher has their own characteristics in other aspects.Some teachers will point out mistakes more directly after students answers are wrong.Some teachers need to strengthen their performance in the behavior of targeted praise.Some teachers are good at using information technology and diversified means;Some teachers tend to praise students' speed after they answer correctly..iv.From the perspective of cultivation of growth mindset,math teachers in two primary schools in Xinjiang perform well in three dimensions:giving proper praise,treating mistakes and struggles correctly,and ensuring fairness in math class,but there is still room for improvement;In the open mathematics classroom dimension,there is a large room for progress.v.In the actual teaching process,the pressure from examination,the lack of family education and the limitation of teachers' personal energy to some extent limit the math teachers in two primary schools in Xinjiang to cultivate students'growth mindset.Finally,according to the results of the study,some mathematic suggestions are provided to the primary school mathematics teachers in Xinjiang in order to teach the mathematics of growth mindset in the class.