A Lesson Study On The Improvement Of Pre-post Teachers Introduction Skills In Mathematics Class

In November 2018,the 12th Class Lesson Study Conference was hosted at Beijing Normal University.Educators at home and abroad gathered to discuss the achievements and future development of class lesson study in education and teaching.Mathematics classroom teaching skills are professional "weapons" that pre-post teachers must learn and possess at school,and the introduction of mathematics classroom as the beginning of the classroom is an important part of mathematics classroom teaching art.It is a basic skill that needs to be paid attention to in practice and operation.This study intends to combine the lesson sdudy with the introduction of skills training in the mathematics classroom of pre-post teachers in the mathematics discipline.For example,to explore the improvement of pre-post teacher mathematics classroom introduction skills based on the lesson studyIn this study,a total of 107 students from three classes at level 16 of a comprehensive university were used as the research object.The current status of pre-service teachers' math classroom introduction skills was investigated.Then 4-5 pre-service teachers were randomly selected from the three classes Formed three mathematics classroom import skill groups as the key tracking objects of the research,using action research methods to intervene in the course study of their mathematics classroom import skills,and collected relevant quantitative data,text data,video data and interview recording data,Conducted an in-depth study on the improvement of pre-service teachers' mathematics classroom introduction skills based on case study.Through a two-week research,pre-post teachers have finished two rounds of case study training.The author has drawn the following conclusions through quantitative and qualitative analysis:1.Mathematics pre-post teachers have a relatively vague understanding of the basic concepts,principles of use,and precautions for the introduction of skills.The vast majority of normal students believe that their level of introduction skills is unsatisfactory.Normal students do not attach great importance to classroom introduction,and the ability of introduction in practice is generally low2.After the lesson study of introduction skills,the pre-post teachers' cognition and application of the skill's inspiration,interest and timeliness have different levels of development.Based on the post-test questionnaire,all normal students' practical introduction skill has improved significantly and the ability of appropriate usage has a major progress3.In lesson study,pre-post teachers can clearly see how their peers break through the difficulties,solve the problems and highlight the key ways,and learn from each other Discussions and brainstorming can also help open up thinking,heterogeneity in the same class,and generate a variety of methods for introducing a topic.Lesson study research has promoted normal students to practice,and has gathered collective wisdom to promote each pre-post teachers to gain from practice4.After completing the two rounds of lesson studies,a questionnaire was sent to the normal students.Comparing the results of the questionnaire survey before and after,the pre-post teachers' knowledge of the basic concepts,principles of use,and precautions of the mathematics classroom introduction skills have significant improvements.The awareness of the importance of introduction skills in a lesson and the importance of introduction design in instructional design have also improved significantly.Moreover,based on the subjective question of designing introduction of the "logarithmic" concept,the introduction level of pre-post teachers in teaching practice has been greatly improved,and the level of introduction skills has a significant progress in the lesson study.