A Comparative Study Of Teaching Evaluation Of Concept Lessons By Novice And Core High School Mathematics Teachers ——Perspectives On Enhancing Students' Mathematical Understanding

The most important aspect of mathematics classroom teaching is the development of students' mathematical thinking,the development of core literacies,and the enhancement of students' mathematical understanding.Therefore,how to evaluate whether classroom teaching can improve students' mathematical understanding is particularly important.Novice teachers,in mathematics classroom teaching inevitably have shortcomings,how to improve teaching methods to promote students' mathematical understanding,improve the quality of classroom teaching,promote teachers' own professional development is a required course for every novice teacher.Up to now,there are few studies on teaching comparison between novice teachers and backbone teachers from the perspective of improving students' mathematical understanding.Based on this,the following questions are mainly studied:(1)how to construct a classroom quality evaluation model to enhance mathematical understanding based on the existing evaluation model and combining with the actual mathematics classroom teaching in China?(2)According to the evaluation indicators of the constructed evaluation model,what are the characteristics and differences in the teaching performance of novice teachers and backbone teachers in mathematics concept class?(3)In what ways can novice teachers improve their teaching to improve students' mathematical understanding?First of all,through literature research,the research related to "TRU Mathematics classroom evaluation framework" at home and abroad is sorted out,and the characteristics of TRU mathematics evaluation framework are summarized.Through interviews with 12 teachers and 25 students,the focus of attention of teachers and students in Mathematics classroom teaching in China was understood.Combined with the reality of mathematics classroom teaching in China,a classroom quality evaluation model for improving students'mathematical understanding was constructed on the basis of TRU mathematics classroom evaluation framework.The model follows the original division form of "five dimensions and three levels",and sets the five dimensions as "mathematical content","cognitive needs","students' participation in class","student' performance in class" and "application of evaluation" respectively.Secondly,through the classroom observation method and video analysis method,the mathematical classroom teaching of 4 novice teachers in Y city and 4 backbone teachers in the"Tenth High School Young Mathematics Teachers Lesson Demonstration and Training Activity"was quantitatively analyzed according to the constructed evaluation model.Through horizontal and vertical comparative research,the characteristics and differences of mathematics classroom teaching between novice teachers and backbone teachers in the perspective of improving mathematical understanding are summarized.The results show that:(1)there is a strong consistency between backbone teachers and novice teachers in each dimension:the performance of backbone teachers and novice teachers in the five dimensions of "mathematical content,cognitive needs,students' participation in class,application of evaluation and students' performance in class" showed a downward trend.The two types of teachers have excellent performance in "mathematical content",good performance in the dimension of "students' participation in class" and "cognitive needs",and need to be improved in the "students' performance in class" and "application of evaluation".(2)There are certain differences between backbone teachers and novice teachers in the longitudinal comparison of each dimension.The difference is greatest in the dimension of "application of evaluation";In the dimension of "mathematical content",there are great differences;There is little difference in the dimension of "cognitive needs,students' participation in class and students' performance in class".Finally,combining with the research conclusions,from the perspective of improving students' mathematical understanding,several feasible teaching suggestions are put forward for senior high school mathematics novice teachers.Pay attention to the quality of questions,avoid excessive guidance;Pay attention to individual differences and balance learning opportunities;Create positive communication,give play to students' main body;Enrich evaluation language and attach importance to immediate evaluation.