Study On The Transformation Of Classroom Teaching Behavior Of Primary Mathematics Teachers

In the implementation of mathematics core qualities of primary school pupils,teachers are important factors.Certain ideology guides certain behaviors,and teachers can only transform their teaching behaviors if they truly internalize the concepts advocated by primary school pupils.The development of student literacy depends on the guidance of the teacher.Teachers can only use their own behaviors to influence students in a subtle manner in the ordinary classroom teaching.The students’ core competence in mathematics can truly succeed.What exactly is the classroom teaching behavior of teachers in a real primary school math class.What are the problems.How to improve it.All need our careful research and in-depth discussion.This thesis mainly uses the literature method,the observation method,the case analysis method and the interview method to study the classroom teaching behavior of primary school mathematics core competence.Focuses on the teacher’s classroom teaching behavior,teacher’s classroom instructional behavior,teacher’s classroom teaching question and answer behavior(mainly researching teacher classroom teaching questioning behavior),and teacher’s classroom teaching evaluation behavior.The paper mainly includes four chapters.The first chapter is the introduction,which is mainly about collating past documents.At the same time,it uses the previous research as a precondition to find the entry point to be studied.And define the core concepts,and ultimately determine the main content of the study as teachers in classroom teaching behavior,teacher classroom instructional presentation behavior,teacher classroom quiz behavior,teacher classroom evaluation behavior,and the theoretical and practical significance of the study.The second chapter introduces the proper research of teachers’ classroom teaching behaviors in primary mathematics core competence,and introduces the concepts advocated by primary mathematics core quality education and the requirements for the literacy of elementary school mathematics teachers.The third chapter mainly through the observation of the classroom teaching behavior of mathematics teachers in primary schools,compiled several forms of primary school mathematics teachers classroom teaching behavior,through the analysis of the data to draw the following conclusions: the introduction of a variety of forms,time control inaccurate The presentation method is novel,the selection method is not flexible;the number of effective questions is large,the problem setting is unreasonable;the teaching evaluation is formalized,and the student status is difficult to highlight.The fourth chapter is mainly to find ways to solve the above problems.According to the interviews with teachers and the related studies,the path and focus of the initial change in classroom teaching behavior of primary mathematics teachers were found.