A Research On The Countermeasures Of The Mathematics Teachers’ Classroom Teaching Behavior Of Primary Schools In Xin Cheng District Of Hohhot Inner Mongolia

Teaching behavior is the concrete reflection of the teachers’ teaching concepts and is the social behavior with purposes.Classroom teaching is the basic approach of school education.Therefore,the classroom teaching behavior is the key point of teaching research naturally both in the present mathematics curriculum reform in China and in the future teaching reform.The research takes classroom teaching behavior as the object and the content,which aims at providing practices and references for reasonably establishing the classroom teaching behaviors for mathematics teachers in primary schools based on the thoughts and explorations.From a theoretical point of view,the research provides the theoretical basis for the further improvement of the classroom behavior of the mathematics teachers in primary schools in Xin Cheng District,and it is of certain reference value for in-service teachers’ professional ability training.From a practical point of view,theresearch on the teaching behavior in the classroom is a reflection on the teaching activities,which can guide theteaching practice,and it is the key to improve teaching quality and realize effective teaching.Based on the literature review,the research adopts the quantitative and qualitative method to analyze the collected data from the questionnaires.The paper analyzes the whole situation of the mathematics teachers’ teaching behaviors in primary schools in Xin Cheng District and conducts a detailed study on the classroom management behavior,example-explanation behavior,questioning behavior,word presentation behavior,and question-answer behavior.As a result,there are some problems existing.For example,the teachers question more frequently,so it is difficult to control the number of questions effectively in the classroom.There are some improper teaching behavior in the classroom management.The teachers’ question-answer behavior is so conservative that it may lead to the unimpressive memory of teaching content and a lack of guidance to students.There are no blackboard-writing about the relation between the important points and others knowledge points.The paper gives a difference analysis on these teaching behaviors in term of sex,teaching period and education background,and finds they have some effects on the different behaviors.The reasons include the lack of deep learning ofspecialized theoretical knowledge,the update of teaching theories,and the capacity of using teaching behavior;teachers lacking of effectiveness of questioning and the reasonable usage of blackboard-writing,and improper usage of question-answer behavior and assessment.The paper provides the following suggestions for improving the classroom teaching behavior: firstly,improving the professional quality of mathematics teachers;secondly,enhancing on-the-job training;thirdly,enriching the sense of organization and logicality of teaching;fourthly,inspiring the logical thinking of students;fifthly,choosing different ways of question-answering and assessments.The research on teaching behavior can not only help observe the whole classroom teaching process but also explore the real intention behind the complex phenomena so as to build the special relation between the teachers and students,which may be tightened by the precise logic of mathematics.Therefore,it is valuable to conduct a research on the classroom teaching behaviors of mathematics teachers,to improve the teaching effect,to enhance the learning capability of the students and to share the education achievements with the students.