The Research On Teacher’s Response In The Topclass Mathematics Of Collective Teaching

Kindergarten’s mathematics education has been concerned in the field of early childhood education sector for a long time. It is a kind of mathematical elementary education for children. Moreover, it can develop children’s ability of thinking by learning superficial mathematical knowledge and skills, laying the foundation for learning math in the future. As one of teachers’ teaching behaviors, teachers’ response plays an important role in the top class mathematics of collective teaching. Effective responses not only make the children get basic mathematical knowledge and skills, but also develop children’ ability to identify problems and solve problems, which promoting children’s interests in mathematics. Meanwhile, teachers’ response also reflects the level of teachers’ professional quality. In the actual teaching activities, preschool teachers use a lot of responses. but teachers’ response exist many problems. Therefore, improving the level of kindergarten teachers’ response is the key to promoting the development of children’s mathematical abilities and enhancing the professional development of preschool teachers.On the basis of research for teachers’ response, the study analyzes and discusses the present situation of teachers’ response, existed problems, reasons to problems and how to improve the level of teachers’ response in the top class mathematics of collective teaching using literature and observation.Content of the study is divided into six parts. The first part is an introduction. The second part is the study design. The third part is status and analysis of teachers’ response behavior in the top class mathematics of collective teaching. The fourth part is the problems of teachers’ response in the top class mathematics of collective teaching. The fifth part is analysis of problems about teachers’ response in the top class mathematics of collective teaching. The sixth part is the proposal to improving the level of teachers’ response in the top class mathematics of collective teaching.Problems of teacher’s response in the top class mathematics of collective teaching are as below. Teachers tend to take verbal responses, but ignore non-verbal ways to respond. Teacher’s response is injustice. Teachers ignore the development of children’s thinking ability and interest in mathematics in the process of teachers’ response; Teachers tend to respond to a single type leading to the low level of response.To solve these problems, the study proposes the corresponding countermeasures and suggestions. They are as follows. Teachers should improve the ability of using non-verbal behavior in response. Teachers should understand each child in-depth and treat of each child fairly. Teachers should take attention to the development of children’ mathematical thinking. Teachers should train children’s logical thinking ability and mathematical interest by response. Teachers should integrate use of a variety of responses ways to improve the effectiveness of the response. Teachers should master mathematical knowledge perfectly. Teachers should improve their professionalism and the ability to reflecting.