Investigation On The Feedback Behavior Status Of Eighth Grade Mathematics Teachers

Formative evaluation conforms to the demands of the new curriculum reform.As the core part of formative evaluation,teacher feedback is an important variable that affects students' mathematics learning effects.Therefore,on the one hand,they are based on student and teacher perspectives through classroom observations,questionnaires,interviews,and text analysis.Investigate the status quo of eighth grade mathematics teachers' classroom feedback behavior,homework feedback behavior,and post-test feedback behavior.On the other hand,according to the survey results of the eighth grade math teacher's feedback behavior,analyze whether there are differences in the feedback behavior of high-quality teachers from the perspectives of students and teachers.This explores strategies to improve the effectiveness of feedback from eighth grade mathematics teachers.This study took two junior high schools in Lanzhou as an example.315 effective questionnaires were processed using Excel and SPSS23.0 software,combined with classroom observations,and the following conclusions were drawn:(1)Mathematics teachers' classroom feedback objects are all students Mainly,it covers a wide range,but it is not targeted and more random.Low-cognition feedback is mostly,and there is a lack of high-cognition feedback types.Teachers give feedback to students after asking questions,and their feedback methods are single.Enlighten and guide students when they answer incorrectly,give verbal praise when they answer correctly,and give hints to students who do not abide by classroom discipline.(2)Mathematics teacher homework feedback is carried out in the form of group lectures and individual guidance.The selection of topics in group lectures is not very specific.The independent guidance place is mainly in the office,and the guidance content is highly targeted due to the individual differences of students.,The overall feedback object coverage is wide.In addition,for different types of teaching assistants,the feedback form combining timely feedback and delay is adopted,but the feedback method is single.When students perform well in homework,they will comment and praise,and when students perform poorly on homework,they will be praised.Comments and criticisms are based on simple judgments of right and wrong.(3)After the test,the feedback of mathematics teachers is carried out in the form of collective evaluation test papers and individual guidance.The selection of topics in the test papers is not very specific.The independent guidance place is mainly in the office,and the guidance content is strong due to individual differences in the form Pertinence,the overall coverage of feedback objects is wide,the timing of feedback after the test is the main feedback,the feedback method is single,and the correct answer is mainly displayed when collectively reviewing the test paper.In view of the current situation of classroom feedback behaviors of eighth grade mathematics teachers,mathematics teachers should rationally design the layout of the blackboard and regularly check the availability of equipment;correctly understand the error correction feedback to improve students' classroom participation;pay attention to pre-class presets and design high-cognition feedback;appropriate Increase waiting time,reasonably grasp the timing of feedback;pay attention to individual differences among students,and enrich classroom feedback methods.In view of the current situation of the homework feedback behavior of eighth grade mathematics teachers,mathematics teachers should broaden the homework feedback channels and improve the homework feedback mechanism;pay attention to the simplicity of homework assignment,rationally plan the timing of homework feedback;improve the homework feedback method,and reasonably present the feedback results;flexibly choose the feedback place,Improve the validity of homework feedback.In view of the feedback behavior status of eighth grade math teachers after the test,mathematics teachers should objectively analyze the current learning situation and strengthen the pertinence of individual feedback;rationally use delayed feedback to promote the formation of long-term memory;adjust teacher positioning and guide students to positive attribution;flexible choice of feedback Places to improve the validity of feedback after the test.