A Case Study On Classroom Teaching Management Of Primary School Mathematics Teachers Of Non-normal Majors

Under the background of the open teacher qualification system,China's teacher qualification access system has changed from "oriented" to "open",and more and more graduates from non-normal majors enter into primary schools to engage in teaching.What are the problems existing in classroom teaching management of elementary school mathematics beginning teachers with non normal majors? Can they meet the needs of classroom teaching management? How to improve the classroom teaching management ability of non-normal major primary school mathematics teachers? This paper focuses on these problems along the logical structure :the literature review?theoretical framework ? research design ? problem investigation? cause analysis ? countermeasures and suggestions.Firstly,the theoretical basis of this study is determined through literature review,and the concepts of non-normal major teachers,novice teachers and classroom teaching management are clarified.Meanwhile,the classroom teaching management and its constituent elements are elaborated in detail.T school in H area of non-normal professional elementary school mathematics teacher to be appointed as the research object.This paper focuses on the classroom teaching management of non-normal major primary school mathematics beginners.Classroom observation and interview methods are used to conduct a case study on classroom teaching management of elementary mathematics teachers with non normal majors.Through the case study of teachers' classroom teaching management issues to clarify the existing problems.At last,the countermeasures and suggestions are put forward to improve the classroom teaching management of elementary school mathematics beginning teachers with non normal majors.This study presents the general situation of classroom teaching management of elementary school mathematics beginning teachers with non normal majors from the four dimensions of teaching content management,teaching time management,environment management and the teachers and students management through the form of classroom cases.This paper analyzes the existing problems from four aspects:subject and environment,heredity and variation,balance and imbalance,symbiosis and competition.In terms of classroom teaching content management,the research object can basically take into account the differences and existing levels of students,but it shows strong dependence on the content of teaching materials,the correlation between teaching and students' real life is not close enough,and the content of teaching activities is not enough to break through the key points of teaching.The process of teaching activities is not strong in inquiry and can not better mobilize students' active thinking.In terms of classroom teaching time management,the subjects have a certain sense of time management and make preliminary planning in the teaching design,but they show problems such as unreasonable time allocation,and time regulation ability and time planning ability that need to be improved.In the classroom teaching environment management,the research object shows that the attention to the classroom physical management is not enough,and the classroom psychological environment management is not good.Classroom teaching management subject,the research object to master a certain simple approach to managing their negative emotions,but sometimes will inevitably its negative emotion vent to students in the classroom,with students' negative behavior often is given priority to with authoritarian,authoritative penalties,negative behavior of college students lack of flexible transformation method.Finally,this study puts forward corresponding strategies and suggestions.