A Study Based On S-T Analysis Of The Mathematics Teachers’ Teaching Behavior In Primary School

Under the background of the new curriculum reform and the development of information technology,the application of multimedia in classroom teaching is more extensive,how to grasp the integration of information technology and curriculum,understand the classroom teaching mode,analyze the teaching process and teaching behavior,so as to optimize the classroom teaching is the focus of the current education field.As an effective method and the method of quantitative analysis and qualitative analysis,the Student-Teacher analysis method can be used to transform the teaching process into the form of form and graph,and it is convenient for teachers to analyze the teaching process according to the visualization results.It’s also beneficial to teachers’ teaching reflection,so as to improve their teaching ability.In this paper,S-T teaching analysis,observation and interview were used to analyze site videotaped observation of four mathematics teachers from J primary school in YanJi city.At the same time,four teachers were interviewed separately after the class,in order to better analyze the teaching behavior and teaching process.In this study,we also selected the high-quality mathematics video course from Yanji J primary school in recent years on Yanbian’s educational resources public service platform,and collected the J elementary school teachers’ records of mathematics video lessons with the help of practical instructors.When we analyzed the process of teaching,we took 10 seconds as a unit of time for sampling,then determining the dominant position at this time is the behavior of teachers,student behavior or teacher-student interaction.We counted the three behaviors separately,calculating the teacher behavior share Rt value and teacher and student behavior conversion rate Ch value.According to the value,we judged the teaching mode,analyzing the characteristics of the primary school mathematics classroom atmosphere under each teaching mode and analyzes the advantages and disadvantages of each teaching mode.The characteristics of teachers’ teaching behavior and the teaching process under different teaching modes are obtained through of all the courses:the generality of the new teaching widely used hybrid and conversational mode of teaching,fully guarantee the "teachers as the leading factor,the student as the main body of implementation" to achieve;teachers’ teaching behavior mainly promotes the mastery of students’ knowledge and skills,and the infiltration of mathematical thought and mathematics culture is rarely involved;there is no student behavior in the classroom that lead and conduct classroom teaching;the concept of education and teachers’ reflective consciousness are the main factors that influence teachers’ teaching behavior.Based on the above conclusions,the following suggestions are put forward:teachers should respect the principal position of students,and enhanced the student main body consciousness;increasing the effective interaction between teachers and students,which can improve the efficiency of classroom teaching;organizing various activities,it would enrich the teaching means;penetrate the mathematical culture,enhance the mathematical literacy;improve the way of education evaluation,and promote the development of students’ ability;strengthening teaching reflection,which can improve the teaching effect and enforce teachers,specialization;the school should provide a platform for teachers to continue studying.