Research On The Construction Of Evaluation Index System For High School Mathematics Teachers' Classroom Teaching Behavior

The classroom teaching behavior of mathematics teachers is an important content of the professional development of mathematics teachers.By analyzing and summarizing factors such as teachers'own behavior in class in detail,it is found that teachers have tangible problems in grasping the current teaching situation and the teaching process itself.Solving these problems will help teachers diligently reflect and summarize their own classrooms,and then make mathematics teachers'teaching level better and faster to enter the ranks of advanced specialization.Therefore,it is necessary to study the classroom teaching behavior of mathematics teachers.However,the research on teaching behavior is inseparable from the evaluation index system of teaching behavior,but it lacks the evaluation index system and evaluation model of teacher's classroom teaching behavior for high school mathematics.Based on this,the research questions are determined as:(1)What is a reasonable evaluation index system for classroom teaching behavior of high school mathematics teachers?(2)What is a reasonable evaluation model for classroom teaching behavior of high school mathematics teachers?First of all,the literature analysis method is used to sort out the related research on the existing classroom teaching behavior,the classroom teaching behavior of mathematics teachers and its evaluation,and initially construct the first and second indicators and indicator descriptions.Secondly,the Delphi method is used to evaluate the indicators and indicator descriptions,and the evaluation indicator system is revised through two rounds of consultation with experts.Thirdly,NVivo11 software is used to conduct qualitative analysis on10 excellent high school mathematics classes to ensure the feasibility of the evaluation index system and verify the rationality and saturation of the system.Then,prepare a weight questionnaire to consult experts,analyze the results of the consultation to obtain indicator weights,and build a model according to the model formula.Finally,the reliability and validity of the established system and model are tested.Research conclusions:(1)The evaluation index system includes 3 first-level indicators and 10 second-level indicators.They are respectively composed of the main teaching behaviors(questioning behavior,teaching behavior,waiting behavior,evaluation feedback behavior,mathematical problem solving behavior),the auxiliary teaching behavior(blackboard behavior,physical display behavior,information technology application behavior)and the classroom management behavior(activity organization management behavior,classroom discipline norms behavior).Through the consistency reliability test and validity calculation of the scorers,it is concluded that the reliability and validity of the evaluation index system and its model are good,which verifies that the system and model are effective tools for evaluating the level of classroom teaching behavior of high school mathematics teachers.(2)The evaluation model is:I=0.1891B₁+0.1538B₂+0.0531B₃+0.1301B₄+0.1260B₅+0.0748B₆+0.0505B₇+0.0790B₈+0.1048B₉+0.0388B₁₀(I represents the total score,and B₁-B₉ represent the scores of each secondary index in turn).On the application of classroom teaching behavior of high school mathematics teachers,the following suggestions are put forward:(1)Practically take the main teaching behavior as the core of mathematics classroom protection;(2)Recognizing that the rational use of the auxiliary teaching behavior is the key to the efficiency of mathematics classroom;(3)Consolidate the appropriate use of classroom management behavior as the foundation of mathematics classroom teaching.