A Case Study Of Classroom Language Teaching In Middle School Mathematics

This study uses the Nvivo10 software and Flanders interaction analysis system, sets "parallelogram judgment" classroom teaching record by A teacher from ethnic areas in Guizhou province and the "side area and surface area of the cone" classroom teaching record by C teacher from ethnic areas in Gansu province and the "Parallelogram judgment" classroom teaching record by grade teacher Li Yu Nan (hereinafter as B teacher) as the research object, constructing Classroom language coding framework based on the proposition of Junior high school teaching, analyzing the coverage percentage and coding density of each node specifically. The aim is to compare and analyze the teaching of mathematics’ proposition in the minority areas and the developed areas from the perspective of classroom language types. This study is divided into four stages:The first stage:study of literature. I define relevant concepts of this article firstly, then introduce the research background and significance, and then combed the literature, determine the methods used in this study.The second stage:design of the study. Describing the objects, methods and theoretical basis of the paper, and then design the research process.The third stage:The analysis of cases. Based on the process designed in last stage, I transcript and coded the classroom teaching record and compared and analyzed the coverage percentage and coding density of each node and gave the relevant conclusions with the Nvivo10 software.The fourth stage:summary. Summarized the results of the paper and the shortcomings of the paper.The main work and conclusions of this paper are as follows:1. Quantitative the coding index, construct the teaching classroom language coding framework of the proposition of Junior high school teaching. It includes 2 parts,6 categories,44 nodes, and the transcription and coding of three section of the classroom teaching record.2. Use the software NvivolO.By analyzing the coverage rate percentage and density of code, I found that A teacher and C teacher were lower than teacher B in declarative language node coverage percentage.3. Through the analysis of each question node coverage percentage and code density, I found that by each teacher the simple questions out of all the questions is 80.76%,86.56% and 54.74%. For teacher A and teacher C, complex questions are mainly in the application of propositions, and for teacher B complex questions are mainly in the proof of the propositions.4. In order to explore whether it reflects the forming process of the conjecture and the discovery process of the proof the in the class of the proposition teaching further, I constructed the coding framework of questioning and analyzed the coverage percentage and the density of codes of each type of questioning node, and found that the questioning languages is different in different sections.5. According to the research results, I constructed the coding framework of classroom languages in the mathematics teaching process in middle school. Teachers can find out their own characteristics and shortcomings in their class languages through the Nvivo10 platform.