Analysis Of Classroom Teaching Behavior Based On A Study On The Portrait Of Elementary School Mathematics Teachers

Classroom teaching has always been the main site of school education.With the in-depth and development of the application of information technology in classroom teaching,as well as the changing needs of talent training in the new era,classroom teaching behaviour has also taken on a new shape,but the current primary school mathematics classroom has problems such as single classroom teaching activities,low level of information technology application and limited teacher-student interaction,resulting in the inability to fully stimulate students’ interest in mathematics and cultivate talents that meet the needs of the times.To improve the quality of teaching in primary school mathematics classrooms,the primary task is to improve the professionalism of teachers’ teaching,therefore,it is important to paint a picture of primary school mathematics teachers’ professional competence.Guided by action theory and knowledge visualisation theory,this study takes the primary school mathematics classroom as the research context and the teaching behaviours of teachers in quality classrooms and teachers in ordinary classrooms as the research objects.By collecting multidimensional data on classroom practices,constructing teacher portraits and analysing the differences between the portraits of teachers in ordinary classrooms and teachers in quality classrooms,the study proposes strategies for teachers’ professional learning with a view to improving the effectiveness of teachers’ professional learning and hence the Teaching quality.In view of this,this study poses the following three specific questions:(1)How to determine the constituent elements and coding scales of the primary school mathematics teacher portrait?(2)How to construct and export the portraits of primary school mathematics teachers in quality classrooms and teachers in ordinary classrooms?(3)How to design teacher professional learning strategies based on the primary mathematics teacher portrait?This paper firstly compares the research on classroom behaviour analysis,teacher portraits and professional learning of primary school mathematics teachers,and defines the concepts of teacher portraits and professional learning of teachers;through literature review,it identifies the principles of constructing teacher portraits: the principles of contextuality,authenticity and systematicity,and also identifies the components of teacher portraits: knowledge characteristics,behavioural characteristics and media use characteristics;combines The coding scale applicable to the portrait of primary school mathematics teachers was constructed and the data analysis method was determined by combining the PCK and TPACK theoretical frameworks and classroom behavioural analysis methods such as S-T,FIAS,ITIAS and i FIAS,as well as the Laurillard media classification framework.The MPCK-Map analysis,lagged sequence analysis and cognitive network analysis were then used to mine the MPCK knowledge characteristics,teaching behaviour characteristics and media use characteristics of teachers in quality classrooms and teachers in ordinary classrooms,and then output the portraits of teachers in quality classrooms and teachers in ordinary classrooms in primary school mathematics,and conduct a difference analysis.Finally,based on the teacher portraits,teacher professional learning strategies are designed with the aim of improving the effectiveness of teachers’ professional learning.The strategies include three levels of MPCK knowledge,teaching behaviour and teaching media use,and teachers can determine the starting point of learning according to their own situation and choose the most suitable learning path for themselves,so as to improve their professional competence.Based on the above analysis,the following conclusions are drawn:(1)the knowledge of teachers in quality classrooms has a "mechanically integrated" structure,with a significant "crown structure" and "triangle structure(2)Both types of classrooms are dominated by the teaching behaviour model of "teacher-led,student-led independent inquiry and group collaboration",but the teachers of ordinary classrooms have a"loosely integrated" structure,and the links between various types of knowledge are weak.(2)Both types of classrooms are dominated by the "teacher-led,student-led inquiry and group work" mode of teaching behaviour,but the "chaos-criticism" mode and the "silence-response" mode appear in the ordinary classroom;(3)In terms of(3)In terms of media use,teachers in quality classrooms showed a "convergent-interactive"network structure,while teachers in ordinary classrooms showed a "heuristic-inquiry"network structure.Based on the above findings,the following professional learning strategies are proposed:(1)focus on improving knowledge of subject orientation and teaching strategies,and develop rich teaching activities;(2)focus on classroom discipline management,control the proportion of types of questions and waiting time,and make good use of assessment to stimulate students’ subjectivity;(3)learn to use media for interaction and immediate feedback.