Strategy Research On Research Behaviors Of Mathematics Teachers From Elementary Schools

Amid the constant reforms of elementary education, classroom teaching is receiving more and more attention. Since good math teaching behaviors of teachers can stimulate math learning behaviors of students, it is particularly significant for new teachers, whose teaching behaviors in classroom are usually far from flawless, to quickly improve their own professional qualities at the beginning of their careers. As an effective path for teachers to develop their professionalism, reflection enables new teachers to use scientific specialized theoretical knowledge for identifying and solving problems existing in their own teaching behaviors, thus it provides new teachers with novel insights in terms of the improvement of teaching behaviors. This paper mainly consists of the following parts:Ⅰ. Introduction. This part focuses on the effect and significance of teaching reflection on new elementary school mathematics teachers’ teaching behavior development, and in the meantime, also tells the research methods of this paper.Ⅱ. Literature review and definition of concepts. This part discusses the origin, theoretical foundation, reflective strategies, and reflective levels of teaching reflection, introduces research status of teaching behaviors at home and abroad, and also analyzes features of new teachers’teaching behaviors, thus to find out the connection between teaching reflection and new teachers’teaching behaviors, and define the three key concepts, namely teaching reflection, teaching behaviors and teachers’ professional development.Ⅲ. Combined with practice, case analysis, we conclude four categories of elementary school mathematics teaching strategies for reflection:The first type of reflection strategy is to reflect mathematics classroom teaching through after-school diaries. It is a "self-reflection" strategy of new mathematics teachers from elementary schools. The second reflection strategy is to make a comprehensive reflection of mathematics classroom teaching by peer coaching. It is a "collective reflection" strategy of new mathematics teachers from elementary schools. The third type is that the new elementary school mathematics teachers reflect their own classroom teaching by comparison with top teachers. It is a "learning and reflection" of new mathematics teachers from elementary schools. The fourth reflection strategy is to make a reflection of mathematics classroom through tasks, and solve problems in mathematics teaching by theoretical analysis. It is a "research reflection" of new mathematics teachers from elementary schools. In addition, this paper also makes recommendations for the four reflective strategies.Ⅳ. Conclusion. The four reflective strategies are mutually integrated, and work together to promote the professional development of new mathematics teachers from elementary schools.