A Study On High School Mathematics Classroom Teaching On Equations Of Straight Lines

This study is a case study. The purpose of this study is to explore the differences of classroom teaching between the novice and expert teacher, and then put forward some suggestions for the new teachers and teacher trainers. In order to analyse their classroom teaching, we take equations of straight lines as the medium. Data was collected from multiple sources:videotape, interviews and classroom observations while was analysed in three aspects:the overall arrangement of instruction, the design of examples and classroom discourse.The novice teacher who has received three-year education of mathematics and education and mastered some basic teaching skills is currently in school internship. The expert teacher with thirty-year experience in math teaching is the instructor of the novice teacher. The expert has long been engaged in gifted education and won many honors, such as the national outstanding teaching, Shanghai superfine teacher and so on.The results indicated that there were differences in the overall arrangement of instruction, the design of examples and classroom discourse between novice and expert teacher.Novice teacher arranged the content according to the textbook while expert arranged the content with his own ideas. Novice teacher distributed the time of per class to every point on average while the expert distributed most time to the key points. Novice teacher mainly used the "explain—teach model" while the expert tended to the "guide---discover model".Both teachers prepared the examples from the textbook or the teaching material of the preparation group. The expert also determined some examples by their contribution to the comprehension of the knowledge. Novice teacher prepared the examples focusing on the consolidation of knowledge while the expert pay more attention on the application of the knowledge and the connection between the knowledge.Many of the questions in class of the novice teacher hadn’t been answered effectively. The participation of teaching of the students was not as well as the expert. The high level questions of the novice teacher are too hard. And the novice teacher hadn’t guided the students’thinking correctly and left them enough time and space for thinking. The expert designed the high level questions reasonably and gave the students enough time for thinking. The expert not only asked questions about the method and the thought, but also for the answers while the novice only asked the questions about the answers.Finally, we put forward some suggestions for the new teachers and teacher trainers.