The Research Of Teaching Behavior In The Junior Middle School Mathematics Teacher Based On The Cognitive Level

Educational ideas in the implementation of the curriculum reform depend on teaching behavior in the class.Teaching behavior in the classroom affect the whole teaching. Therefore, teaching behavior should not be ignored. Whether teaching behavior beyond or below the students’ cognitive level, it is not good to the development of students. So, on the base of cognitive level, the thesis analyzes teaching behavior of teacher A and B(one is new teacher, another is prominent teacher).The thesis mainly consists of these parts as follows:One:Preface, This part introduces the research reason of teaching behavior on the base of Cognitive Level,research meaning and research method.Two: literature review. This part mainly review the Cognitive Level and teaching behavior, from which I find the research to the importance of implementing teaching behavior on the base of Cognitive Level.Three: theoretical part.This part mainly introduced the theoretical foundation of this thesis.First,it introduces the New Bloom’s Taxonomy of Cognitive Objective in detail.And then, introduces the Solo Taxonomy theory.Finally,explain the theory of Professor Shi Liangfang’s classification on the classroom teaching behavior.Four:Teacher’s teaching behavior codes.According to the Professor Shi Liangfang’s classification of classroom teaching behavior, teacher A and B’s teaching behavior were encoded.Five:teaching behavior anaiysis. On the basis of Bloom’s Taxonomy of Cognitive Objective and Solo Taxonomy theory, this study analyzes teaching behavior of teacher A and B.Six: research conciusions.On the whole teaching process,teacher A focus on the knowledge.Although the cognitive level conforms to the students’ level,but it is difficult to develop the high level.Teacher B pay attention to the cultivation of creative thinking and set lots of exploration program which develop the high cognitive.That is to say,except focus on students’ cognitive level,teachers should cultivate students’ high cognitive thinking ability, creative ability and divergent thinking.From the level of teacher’s questions,prominent teacher(A) is higher than the new teacher. It is hard to cultivate the students’ creative and application ability, and it contained students’ enthusiasm.Therefore, teachers should set questions at different levels according to students’ specific situation.Prominent teacher set creative and divergent teaching activity,which stimulates student’s high level cognitive. But, the new teacher sets up teaching activities according to the teaching knowledge.Basically it is done by the students, then the teacher explained.According to the analysis in this thesis, teachers’ classroom teaching behavior should according to each student’s cognitive characteristics and cognitive level.On this basis, appropriately increase the level of cognitive about the questions and practice, in order to stimulate students’ high cognitive level.And ultimately promote the students’ development and teachers’ professional development.