| With the implementing of the new curriculum,teacher’s teaching practice has been an important carrier of curriculum reform from theory to practice,and exploring the characteristics of teaching practice can be regarded as a research direction to broadening the research on the professional development of mathematics teachers and developing the student-centered mathematics classroom evaluation.Based on this,this study selects two experiential mathematics teachers as case study objects,using the Mathematics Scan（M-Scan）teaching practice evaluation system as the main research tool.Classroom observation and interview methods are used to solve three research questions:（1）What is the overall performance of the two experiential teachers on M-Scan ?（2）What are the common and individual characteristics of the teaching practices of the two experiential teachers?（3）What are the factors influencing the formation of the teaching practice characteristics of two experiential teachers?M-Scan are used as the classroom observation scale to analyze four video lessons of each teacher,and the conclusions of the first two research questions are obtained:（1）Among the four domains in M-Scan,experiential teachers perform best in the task domain,followed by the coherence domain and discourse domain,and the weakest in the representation domain;（2）Among the nine dimensions in M-Scan,the teaching practice of experiential teachers reflects common characteristics in all dimensions,and individual characteristics in seven dimensions.Semi-structured interviews are conducted with two teachers based on the results of classroom observations,and the conclusions of the last research question are obtained:（3）In terms of professional knowledge,the factors affecting the characteristics are: 1)the increase of mathematical knowledge promoted by engaging in lesson study of professional community;2)the control of students learning formed by years of teaching experience;3)the transformation of teaching knowledgethe directed by conscious reflection in practice;4)the update of strategies of using teaching materials drived by curriculum reform.In terms of professional beliefs,the claimed factors are:1)the emotional transmission of loving mathematics;2)the rational thinking of learning mathematics;the practiced factors are: 1)Student-centered,with emphasis on thinking;2)Content-centered,with emphasis on comprehending;Finally,several points of inspiration and suggestions are put forward to teachers’ teaching practice,professional development and teaching quality evaluation. |
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