A Study On Classroom Teaching Behavior Of Elementary School Mathematics Novice Teachers And Improvement Strategies

Classroom teaching is the main way for teachers to implement curriculum,which is an important part of curriculum reform,teachers’ classroom teaching behavior and students’ learning is positively correlated.According to the new curriculum reform,the teaching ideas and behaviors of primary school mathematics teachers in class have changed a lot,but which exposes many problems and defects.At present,there is scarce research on mathematical classroom teaching behavior.And to help the majority of primary school mathematics teachers,especially novice teachers to recognize their own shortcomings in the implementation of the curriculum.Classroom teaching behavior should be analyzed deeply in class.To achieve this,teachers should sort out problems and explore the improvement measures for improving mathematics teachers’ classroom behavior with the support of theory and practice.This paper is divided into four parts,the first chapter is the introduction,including the origin,the definition,literature review,research ideas and the significance of the study.The second chapter is about the basic characteristics of primary school mathematics teachers’ classroom teaching behavior,highlighting the new teachers’ classroom teaching behavior problems in a contract,and the analysis of the causes of the problem.The new teacher’s words and deeds are single;lacking in motivation;teaching style is inflexible;teaching methods are monotonous;the interaction between teachers and students is not enough;teaching attitude needs to be improved.On the one hand,the in-service training system is not perfect;on the other hand,the new teachers are affected by the examination oriented education;finally,the lack of teaching materials.The third chapter describes the improvement strategy.First,from the teacher’s point of view,the new teachers need strengthen self-development,change the teaching concept,improve the application of mathematical skills,but also develop their own reflective habits.Second,from the perspective of the school,it’s necessary to create a teacher learning community,and to provide more learning platform for the growth of new teachers.The fourth chapter is the conclusion and reflection.