Research On The Current Situation Of Classroom Answering Behavior Of Novice Mathematics Teachers In Primary Schools

This research in-depth primary school mathematics teachers normal class observation,select13 primary school mathematics teachers of typical lesson,build teacher classroom behavior coding system,with the help of Nvivo12 software for data analysis,the purpose is to find the shortcomings of novice teachers,and combined with the teacher interview put forward operational suggestions.This study is mainly coded from three dimensions of classroom answer content,answer method and answer level of new primary school mathematics teachers,According to the Hammond classification of teacher classroom answers,The content of teachers’ classroom answers is divided into knowledge and skills,emotional attitude and comprehensive evaluation;According to Xiang Yang and Cui Yunhuo scholars,The teachers’ classroom answer method is divided into four categories: diagnostic answer,incentive answer,directional answer and developmental answer,And refined into 11 single answer methods and 8 combinatorial answer methods;According to the point of view of the scholar He Guangfeng,The answer level of novice teachers is divided into lower level of reasoning,medium level of reasoning and higher level of reasoning.It is found that there are some problems in the classroom answers of novice primary school mathematics teachers: 1.The classroom answer content of novice primary school mathematics teachers tends to be knowledge itself,and lack comprehensive attention to students’ personal and learning tasks;2.Teachers answer a single teaching and problem situation,and mainly diagnostic answer;3.The classroom combination of novice teachers is dominated by simple affirmation supplemented by other classroom answers;4.The classroom answers of novice primary school mathematics teachers occupy a large proportion,and lack of targeted,guiding and generative behavior.Based on the preliminary research,the following operability suggestions are put forward in the teacher interview: 1.New primary school mathematics teachers should comprehensively evaluate the completion of students’ learning tasks and personal performance;2.Teachers should pay attention to the combination of classroom reasoning in the teaching situation;3.Teachers should appropriately use low-level reasoning to increase the proportion of high-level answering;4.Non-normal teachers should seek various ways to promote their answering ability.