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Primary Mathematics teaching behavior of high efficiency characteristics investigations

Author: YanJiaLi
Tutor: WangGuangMing
School: Tianjin Normal University
Course: Curriculum and Pedagogy
Keywords: Primary Mathematics High - efficiency teaching behavior Lesson Study Survey
CLC: G623.5
Type: Master's thesis
Year: 2011
Downloads: 500
Quote: 1
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Abstract

The Primary Mathematics students build mathematical understanding of the beginning of the initiative, but the teaching of mathematics has often faced with \The new curriculum reform advocates for students to become the subject of study, students learn how to learn is more important than the mastery of knowledge, high efficiency teaching imperative. \It has been the main concern of the range in the middle and high school, primary school mathematics teaching efficiency system has not yet commenced. In this study, the high efficiency of research Primary Mathematics teaching problems start from the perspective of teaching behavior, using a combination of qualitative and quantitative research methods. Theoretically first build a theoretical framework for the teaching behavior research, the two major aspects - teach mathematics teaching and learning, \perspective, teaching art perspective; Secondly, in order to ensure the validity of the study, from mathematics teachers teaching cases of high-efficiency analyzes, their teaching behavior anatomical study, summarized their teaching behavior characteristics; Terfel law to seek primary school mathematics teaching experts recognized and opinions; SPSS Statistics 17.0 statistical software for data analysis, the conclusion of the study based on the analysis results and inspired. The conclusions drawn from the microscopic point of view, including: 1. Mathematics learning angle: ① use of students 'prior mathematics knowledge and life experience to promote students' understanding of new knowledge; the ② Concepts, the concept of intuitive way to help students reach a mathematical concept understanding of the relationship; ③ students debate each other to promote students comprehensive and in-depth understanding of new knowledge; (4) to encourage students to do the masters of learning, daring to speak his mind; pay more attention to the level of the ⑤ classroom exercises focus on basic premise and interesting. 2. Perspective of mathematics education: students of personality in the details, let students experience self-confidence, happiness, success, and know how to respect each other; (2) teaching students good study habits; dialectical materialist view ③ the Teaching elementary education students gradually learn to dialectical observation and analysis of things; 3. mathematics teaching creation point of view: from the overall creation of harmonious mathematics classroom atmosphere, do students intimate friends; ② The \\open-ended questions, to excite students thinking spray trigger students colorful answer. 4 the Teaching Feedback angle: (1) expand the questions surface, so that more students have to communicate with teachers opportunities; ② students answer incomplete supplement continued to question or to ask other students; ③ timely insight into the reaction of the students, and give timely feedback, positive emotions to protect students' mathematics learning. Teaching art angle: body language moment to pass the love and respect for the students; ② The teaching language at scientific and educational, art forms and methods of appeal to the senses of the students; ③ students carry out loud and specific praise and encouragement; ④ appropriate use of modern teaching media to optimize the teaching process, but not deliberately pursue; ⑤ well-designed writing on the blackboard, and arousing students' new thinking; ⑥ financial stories, games, performances bold in elementary school mathematics classroom, the classroom relaxation Zhang; ⑦ focus on reflective learning to guide students. The conclusions drawn from a macro perspective, including:. Behavioral objectives fully clear; 2. Behavior system coordination role; behavior of convergence and fluency; 4. Behavior of the structure open and orderly; 5. Behavior layman; 6. Behavior full of innocence youngster interest; 7. behavior throughout the thinking mainline; 8. acts upward spiral of development; 9. behavior with stage characteristics. The interaction of these features, to ensure the efficiency of the elementary school mathematics classroom teaching system.

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CLC: > Culture, science,education, sports > Education > Primary education > Subjects teaching methods, teaching aids > Mathematics
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