A Comparative Study Of High School Mathematics Teachers' Classroom Answers And Students' Expectations

Classroom response is a kind of feedback from teachers to students in the classroom,which is an important tool for students' self-awareness.However,most of the existing research focuses on teachers,but ignores the audience of classroom response students.Based on this,this paper determines the research topic as the comparative study of the senior high school mathematics teachers' classroom response and students' expectations.To explore what kind of classroom response students are looking forward to,and what kind of differences exist between mathematics teachers' classroom response and students' expectations.In this paper,questionnaire survey,classroom observation,interview and other methods are used to collect data,and SPSS is used for data analysis.According to the data analysis,the research results of this paper are as follows:1.A comparison of teachers' and students' preferences in response(1)Teachers and students have the same preference for the five kinds of answers.Teachers and students prefer encouraging and extending type of reasoning,but they don't like indifference,authority and generality.(2)There are differences between teachers' classroom teaching and actual preference.Teachers don't like general answer most,but they often use it in class.(3)There is a big gap between students' expectation and teachers' actual behavior.The students like the encouraging type and the extending type.In the real classroom situation,teachers often use the general answer,followed by the extended answer.(4)Boys and girls have the same preference for the five ways of answering.Both boys and girls are eager to get the teacher's approval in the classroom,and even boys are more eager to encourage and extend the type of answer than girls.Boys and girls don't like authority,indifference and generality.And girls are more disliked than boys for teachers who only follow the answer as the standard in class.(5)The preferences of the top,middle and bottom of the scores are the same.No matter whether the students' performance is good or not,they are eager to get the teacher's affirmation in the classroom,and the students with medium performance are more eager.Students are more like the extended type of reasoning and answering,similarly,students with middle grades prefer teachers to carry out the extended type of reasoning and answering.Students do not like general answer,indifferent answer and authoritative answer.There is no big gap between them in terms of average score.(6)In the specific classroom situation,students like the teacher's positive feedback of some expressions and actions,and they don't like the teacher to repeat their answers.When the students answer correctly,the students like the teacher's approval of their answers,and the proper evaluation of the answers,and dislike the teacher's praise and encouragement.When students answer wrong,they like teachers to point out the mistakes and guide students to correct them.They don't like teachers to ask other students.When the students can't answer,they like the teacher to rephrase the question in other ways,and they don't like the teacher to answer directly.2.A comparison between expert teachers and novice teachers(1)There are significant differences between expert teachers and novice teachers in the way of classroom response.Expert teachers often use extended,general and encouraging answers,while novice teachers use general and encouraging answers more frequently.(2)For encouraging and indifference,novice teachers use more than expert teachers.There are more expert teachers for the extended answer.Comparatively speaking,the proportion of authoritative and general reasoning is almost the same.Based on the above conclusions,the following suggestions are put forward:(1)Improve the understanding and adjust the proportion of the use of the answer in class;(2)To solve the problem and improve the pertinence of classroom response;(3)Enrich the answer language and improve the quality of questions;(4)Improve the inspiration of the classroom answer,let the students have something to say.