Research On The Characteristics Of "Instructional Behavior Chain (IBC)" In High-quality Mathematics Courses In High School

The new educational concept requires the optimization of mathematics classroom,and the optimization of mathematics classroom should first optimize and improve the teaching methods.At present,the research on classroom teaching behavior has been integrated and systematic,while the research on "Instruction Behavior Chain" is rare.The research on the characteristics of "teaching behavior chain" of high school mathematics quality course can provide experience for the application of "Instruction Behavior Chain" in high school mathematics classroom,so as to improve teaching behavior.The research questions of this paper include:(1)what are the characteristics of the constituent elements of "Instruction Behavior Chain"(Instruction Behavior Pairs)in 16 high school mathematics quality classes of four types of courses?(2)What are the characteristics of "Instruction Behavior Chain" in the four types of high school mathematics high-quality courses with 16 sections?(3)What are the application modes,strategies and training ways of "Instruction Behavior Chain" in high school mathematics quality course?Firstly,literature research method is used to sort out the existing relevant theories and research,which to obtain the theoretical basis,framework and preliminary coding table of "Instruction Behavior Pair" and "Instruction Behavior Chain".Meanwhile,using the expert consultation method to optimize and confirm the authoritative coding table;Secondly,using the classroom video coding analysis method and nvivo.11 qualitative analysis software to encode 16 high school mathematics high-quality class videos of four types of classes(concept class,formula and theorem class,cooperative inquiry class,exercise class),so as to analyze the characteristics of the constituent elements of "Instruction Behavior Chain",the characteristics of "Instruction Behavior Chain",and the application modes and Strategies of "Instruction Behavior Chain" brief analysis;Finally,combined with the content of interviews with two senior teachers,this paper comes to the training way of "Instruction Behavior Chain" in high school mathematics classroom.The results are as follows:The research conclusions about the characteristics of the elements of "Instruction Behavior Chain"(Instruction Behavior Pairs)are as follows: the design characteristics of "Instruction Behavior Pairs" have a great relationship with the class type;among the four class types,the frequency and duration distribution of "driving and promoting behavior pairs" and "explaining and stating behavior pairs" are higher;among the student-centered behavior pairs,the frequency and duration distribution of "implementing behavior pairs" in concept class are higher;the frequency and duration of "practice discussion class" in formula and theorem class and exercise class are higher;the frequency and duration of "communication class" in cooperative inquiry class are higher.The research conclusions about the characteristics of "Instruction Behavior Chain" are as follows: the design characteristics of "Instruction Behavior Chain" have much to do with the class type;in concept class,formula or theorem class and exercise class,"problem thinking(type A)" and "problem communication(type b)" have higher frequency and duration distribution,so these three classes are all "teacher driven to promote students' exploration,teacher comments" classroom model;In the cooperative inquiry class,the distribution of frequency and duration of "independent communication type(C type)" behavior chain is the highest,so this kind of class is the class mode of "students actively explore,teachers evaluate and summarize".The research conclusion on the application mode of "Instruction Behavior Chain" are as follows: the use of "problem communication type(type b)" behavior chain is mainly in the classroom introduction link and classroom summary link;In the course teaching link,the application mode of "Instruction Behavior Chain" in the course teaching link of concept class and formula theorem class is that Problem thinking(type A)and problem communication(type b)are the main types,and problem intuitive(type E)and explicit intuitive(type E)are the auxiliary types;The "Instruction Behavior Chain" of cooperative inquiry course is mainly composed of autonomous communication(type C),supplemented by problem thinking(type A)and problem communication(type B);The "Instruction Behavior Chain" of exercise course is composed of problem thinking(type A)and problem communication(type b)throughout the teaching;In the classroom practice,the use of "Instruction Behavior Chain" of 16 high school mathematics quality classes is mainly "problem thinking type(type A)";Class summary is mainly carried out by "B type".The conclusion of the research on the use strategy of "Instruction Behavior Chain" are as follows: the use strategy of problem thinking(type A)and problem communication(type B)behavior chain is: these two types of "behavior chain" are more suitable no matter in which type of class;it is recommended to use the concept or theorem generation link in concept class and formula theorem class;it is recommended to use the exercise link of each type of question in exercise class;it is recommended to cooperate with each other In the inquiry class,after the students actively explore and report the results,the example analysis or classroom practice can be used;they can be used in the classroom summary;other links can be determined according to the situation.The application strategy of autonomous communication type(C type)behavior chain is: in the cooperative inquiry class,it is suggested to use the link of exploring practical problems;other classes try to use this kind of behavior chain as far as possible,and try to use it in the generation process of concepts and theorems;the application strategy of problem intuitive type(D type)and explicit intuitive type(E type)behavior chain is: reasonably set up the use position and the corresponding teaching content of this kind behavior chain.The conclusion about the cultivation way of "Instruction Behavior Chain" in senior high school mathematics: increase the use of "driving and promoting" behavior pairs and "problem thinking(type A)" and "problem communication(type B)" behavior chains,guide students to cooperate and explore,and construct the classroom mode of "teachers driving and promoting students' exploration,and teachers' comments";teachers create more opportunities for students to actively explore,and increase the use of "communication type" behavior pairs and "autonomous communication type(C type)" behavior chain to enable students to actively explore and construct the classroom mode of "students actively explore,teachers evaluate and summarize";teachers should reasonably set up the use of "problem intuitive(D type)" and "explicit intuitive(E type)" behavior chain,and reduce the use of "teachers' speech,students' mechanical listening" classroom mode;teachers should "divide the classroom into parts",start from the use of each link of teaching behavior chain and set up the use of each link of teaching behavior chain in the classroom.