A Comparative Study On Classroom Teaching Behavior Of Mathematics Teachers Before And After Teaching

Along with the further development of education reform,it is increasingly recognized that the most important factor for enhancing the effect of class instruction and class instruction is the teacher.Teacher’s class instruction is the first factor that influences the class instruction.On the basis of the comparative research on the teaching behavior of pre-service and post-service math teachers,the author makes a comparative research on it by means of class video on 10 in-service high-quality mathematics teachers’ teaching video courses and 10 pre service education master’s teaching video courses respectively;From the four main teaching behaviors of mathematics teachers,such as classroom questioning,teaching speech,feedback and waiting,this paper conducts a sub item study,This paper summarizes the types of this kind of teaching behavior,develops the classroom observation scale,points out the difference of the four kinds of teaching behavior,and proposes some measures to improve it.The main contents and conclusions of the study are as follows:Pre service teachers pay more attention to students’ knowledge mastery,Teachers not only focus on the mastery of knowledge,but also encourage and lead the students to think,thus arouse the students’ study enthusiasm;The in-service teachers are good at asking questions,and set up question chains In accordance with the teaching content and the actual situation of the students,so as to form question chains.Teachers should design classroom questioning based on teaching goal to improve the efficiency of questioning.Pursue the timely inquiry in class and reduce the inefficient questioning and increase efficient questioning;To guide students to adopt different ways of responding to different types of questions,stimulate students’ high cognitive thinking,and make students’ cognitive level meet the requirements of the "recent development zone";Encourage students to actively participate in classroom teaching questions.The number of questioning language and guiding language of in-service teachers is more than that of pre service teachers,and the number of questioning language of pre service teachers is more than that of in-service teachers;On the job teachers’ speech acts mainly occur in the links of topic introduction,explanation of new knowledge and example explanation,while pre service teachers’ speech acts mainly occur in the links of example explanation and classroom practice;Teachers should strengthen mathematical language training;Apply metaphor to teaching in time to reflect the connection between mathematics and life reality;Use effective questioning reasonably and effectively to improve the effectiveness of teachers’ questioning language;The language should be rich,vivid and interesting to improve students’ enthusiasm for learning.On the job teachers’ teaching feedback behavior appears more frequently than pre service teachers in explaining new knowledge and examples,while pre service teachers’ feedback behavior appears more frequently in the introduction link than excellent on the job teachers.Teachers should recognize the value and function of feedback behavior in class.Teachers should make use of all kinds of feedback behaviors in class;Improve the feedback ability of classroom teaching and give timely and accurate feedback on students’ participation in classroom teaching.Pre service teachers have significantly fewer waiting times after questioning than excellent in-service teachers,and the waiting time each time is also less than excellent in-service teachers;In service excellent teachers use students’ answers to wait more than pre service teachers.According to different classes,teachers should allocate proper "waiting time" for students,so that they can think more clearly.Reasonable control of invalid waiting time can increase the efficiency.