A Case Study On The Instructional Feedback Behaviors Of The Lessons Of The Expert Mathematics Teachers

This case study based on three lessons of six videos of the geometric concept class,the algebra concept class and the algebra review class of the expert mathematics teachers.According to the videos,we got the writing record and developed the analytical scales.To get the revelations,we concluded the characteristics of instructional feedback behaviors of expert mathematics teachers in these three kinds of lessons by using information technology.The revelations help to inspire the behavior of mathematics teachers,accelerate the professional development process of teachers and train the excellent teachers.The study also try to make the professional development of teachers which led by the expert teachers become normal.There are seven chapters of this study: Chapter One is the introduction part.Chapter Two is literature review.Chapter Three introduces the research object of this study.Chapter Four,Chapter Five and Chapter Six are three sub-studies of this study.Chapter Seven tells the inspiration and limitations of the study.Study(a)draws the conclusions that the time of feedback behaviors of the geometric concept class nearly one-fifth to tow-fifth of the class,the feedback behaviors appear frequently in concept-enhance process and concept-application process;Expert teachers are more inclined to positive feedback behavior;As for the types of feedback behaviors,all kinds of feedback behaviors have occurred,but there are significant differences in the use of time to the feedback of explanation;The feedback behaviors of repeat question and asked feedback appear not frequently but teachers provide written feedback behaviors for students in time.Study(b)draws the conclusions that the time of feedback behavior of the algebra concept class is nearly one-fifth of the class;Recessive feedback is positive,negative feedback appears not often;The number and the use of time of the written feedback both have a certain proportion,and teachers often repeat the answer by students;After more than half of the class,teachers become to provide the asked behavior and turn-to behavior more frequently.Study(c)draws the conclusions that the expert teachers provide the most feedback behavior for students and spend the most time in problem-solving process;Expert teachers should provide the instructional feedback behaviors clearly when negative feedback occurs sometimes;Expert teachers provide feedback information for students frequently but asked feedback occasionally;Expert teachers in problem-solving process provide a number of different types of feedback.The revelations of the study are as follows: Reasonable selection of feedback to enhance feedback benefits;Encouraging feedback should be advocated so as to enhance the self-confidence of students;Flexible feedback behaviors should be used and try to make the kinds of feedback behaviors diversified;Regulating the feedback behaviors to improve the efficiency of the math class;Attention written feedback and make the students focus on feedback;Use asked feedback behaviors reasonable and promote the self-reflection of students;Provide the repeat feedback appropriately and development the mathematical thinking of students;To provide the negative feedback appropriately to help students find the mistakes they made themselves;Use the feedback behaviors rationally to train the ability of review of students.