A Study On The Adaptation Of Classroom Teaching Behavior Of Mathematics Teachers In The Primary School

In the observation of class teaching,it is found that in the primary school mathematics class,some students are less enthusiastic to participate in teaching activities,lack of concentration,and violate the rules and regulations.Teaching is a process of interaction between teaching and learning.Teachers' classroom teaching behavior affects class learning behavior of students.In order to solve the problem of class learning behavior in primary school mathematics class,we should focus on the study of teachers' classroom teaching behavior.Through sorting out,comparing,summing up and analyzing the teachers' classroom teaching behavior in the past,the author finds that most scholars' studies of the teacher's classroom teaching behavior is on the teachers themselves,but neglects the students' adaptation of teacher's classroom teaching behavior.Under such circumstances,this study attempts to learn the current situation and tendency of primary school mathematics teachers'classroom teaching behavior by starting with the primary school students' adaptation to classroom teaching behavior of primary school mathematics teachers.Through understanding the adaptation level of primary school mathematics classroom teaching behavior,analyzing the difference of primary school mathematics teachers' classroom teaching behavior adaptation level,and discussing the problems and causes of primary school mathematics teachers' classroom teaching behavior adaptation,this paper puts forward some suggestions on improving the adaptation level in order to solve learning behavior problems in primary school mathematics class.In this study,primary school students and mathematics teachers in Grade 2,4 and 6 of J Primary School were taken as the object of study.By using the methods of literature,observation,questionnaire,interview and so on,a systematic study on the subjects of the study was carried out.The author observed the mathematics class of six classes in one semester as a practice teacher in primary school J,interviewed 30 primary school students and 6mathematics teachers,and surveyed 283 students by questionnaires.This study describes the present situation of primary school mathematics teachers' classroom teaching behavior,the adaptation level and group differences of primary school mathematics teachers' classroom teaching behavior,and analyzes the causes of classroom teaching behavior problems in primary school mathematics class by interviewsIt is found that:(1)the classroom teaching behavior adaptation of mathematics teachers in primary school is in general level;(2)the adaptation level of classroom teaching behavior of mathematics teachers in grade two is lower than that in grade four and grade six;(3)the main teaching behavior,auxiliary teaching behavior and classroom management behavior adaptation of mathematics teachers in the primary school are insufficient;(4)educational concept,knowledge structure and teaching ability of mathematics teachers in the primary school influence classroom teaching behavior adaptation.Through the analysis and argumentation,three conclusions are formed:(1)the classroom teaching behavior of mathematics teachers in the primary school adapts to the general level.The classroom teaching behavior of some mathematics teachers in the primary school has the tendency of controlling discourse right and formalism;(2)there are significant differences in the classroom teaching behavior adaptation of mathematics teachers of different grades.In primary school,the overall level of classroom teaching behavior adaptation of senior mathematics teachers is higher than that of lower grades;(3)the mathematics teachers in the primary school have outdated educational ideas,lack of complete knowledge structure and insufficient teaching ability are the important reasons leading to the adaptation of classroom teaching behavior.Based on the above conclusions,four recommendations are put forward:(1)change primary mathematics teachers'education concepts(2)enrich primary mathematics teachers' knowledge structures;(3)improve primary mathematics teachers' teaching abilities;(4)strengthen primary mathematics teachers' reflection on classroom teaching behavior.