Analysis On The Characteristics Of Teaching Behavior Of Mathematics Teachers In Junior Middle School

With the implementation of the new curriculum reform,it submit higher claim about mathematical core literacy.The new curriculum standard brings the higher request to junior middle school teaching as well.Consequently,we have to better standard of teachers and improve teaching pedagogies.In order to raise effectiveness of junior middle school teaching,we must research and analyze the behavior characteristics of junior high school mathematics teachers.From this novice teachers and skilled teachers can find out strengths of the class teaching of expert teachers.Novice teachers are also aware of the weaknesses and the direction of further perfection that remain,which accelerate the conversion of novice teachers to skilled teachers and skilled teachers to expert teachers.Among the junior high school mathematics courses,the most important ones are the concept class and the review class.This article uses the two most important lesson types in the junior high school mathematics curriculum as the carrier.The use of observation,video analysis and after-class interviews analyses the teachingcases of teachers at different stage.In concept class teaching,the characteristics of teaching behavior of concept class teachers are studied and analyzed from several dimensions:knowledge of concepts,concept introduction,text presentation,class language,questioning methods,classroom organization and interaction.In the exercises class teaching,it is divided into the dimensions of exercise design,text display,questioning methods,and teaching language.Finally,the five dimensions of class introduction,language expression,blackboard display,questioning skills,and class organization are studied.The author analyzed for the characteristics of teaching behaviors and pointed out the deficiencies of novice teachers.Then the author provides suggestions for directions that need improvement.The results of the research are as follows: In the class introduction level,novice teachers usually adopt the method of introducing new knowledge from old knowledge.Class introduction is not vivid enough to bring students into problem situations.Although there are new theoretical methods of teaching,they still adopt traditional methods.Skilled teachers are more inclined to adopt analogy or contrast introduction.Expert teachers often set up problem situations for class introduction.In terms of class language expression,the language of novice teachers is more popular and vivid,but the application of professional terminology in the class is not rigorous.Students cannot be given feedback in time in teaching.The proficient teachers are fairly well-formed in language expression,the application of professional terminology is relatively standard,but the language is not interesting and vivid in teaching.The students' enthusiasm is not high.Expert teachers are very accurate in expressing mathematical concepts,symbols,and terms when they are teaching mathematics.Expert teachers constantly encourage students and provide timely and appropriate feedback to students.They are good at using guiding language to guide students to think deeply.In terms of questioning skills,novice teachers often ask and answer themselves,and skilled teachers are cannot be targeted at the whole class.When asking questions,expert teachers leave more time for students to think about and respond than novice and familiar teachers.They can let go of students in the classroom,and they can also ask questions based on their cognitive level and recent development area.In terms of text presentation,novice teachers have abused multimedia,and the time allocation for blackboard writing and courseware presentation is unreasonable.In the explanation of key examples,novice teachers seldom write on the blackboard and turn pages faster,so students take less time to understand.Skilled teachers have more time to submit blackboard writing,and the writing is smooth and tidy,the key examples will be explained on the blackboard.But the degree of innovation in the courseware is not high.The expert teacher's blackboard writing is clearly focused and organized.The expert teacher's multimedia and blackboard writing are used properly in class.The blackboard writing application displays important knowledge points,knowledge structure,important concepts,theorem formulas and typical example problem solving steps that students need to memorize;multimedia is used to help students strengthen their understanding of important and difficult points or show students the answers to some exercises.This can increase teaching efficiency and density.In the class introduction level,when there is noisy situation in the classroom,novice teachers usually increase the volume to deter students,which can only ensure the short-term quietness of the classroom order.When there is a problem with the classroom order,a skilled teacher will suddenly stop teaching to watch the students,and wait for the students to focus on the teacher before teaching.When there is noisy in the classroom,the expert teacher will ask the students questions,so that the students' attention will be focused on the problem,which will stimulate the students' interest and enthusiasm for learning.The author puts forward the following suggestions.Novice teachers have sufficient subject knowledge and educational theoretical knowledge,they are enthusiastic about work.But for complex and changeable class situation,it is difficult for novice teachers to apply theoretical knowledge to actual teaching situations.Novice teachers should update their teaching concepts,learn and communicate with expert teachers,observe expert teachers' classes,and reflect on and improve their own class teaching.After several years of teaching practice,skilled teachers have formed their own educational concepts and teaching styles through reflections in practice.However,they lack innovation.In order to rank into expert teachers,they ought to dig into cases of expert teachers and improve innovation and quality of teaching.