A Case Study On The Application Of "Guide Language" In The Classroom Teaching Of High School Mathematics Teachers

The teaching language is inseparable from the teaching work of teachers.With a good use of teaching language,teachers carry out many teaching activities smoothly and pass on mathematical knowledge to students.There is an increasing awareness that a good application of the teaching language used by a math teacher will directly affect the teaching efficiency.With the continuous change of Chinese mathematical curriculum standards,how to guide students in the classroom to help high school math teachers improve classroom teaching has become a heated topic.Nowadays,research on the teaching language of math class has increased with time passing by,but insufficient research has been conducted on the "guiding language" in the teaching of high school math teachers.In this paper,with the aim of helping teachers to better guide students to study,the "guiding language" in the classroom teaching of high school math teachers was studied.Based on this research question,a classroom observation scale was designed.With the combination of quantitative analysis and qualitative analysis,the teaching of "the monotony of functions" as new knowledge in high school was focused.From the introduction and exploration of new knowledge and ensuing consolidation practice,this paper analyzed the guiding language of a novice teacher and an expert teacher.And for each aspect,ranging from the purpose of guiding language,the type of guiding language,the timing of guiding language,to the effects of guiding language,specific analysis was carried out respectively,and finally,the entire class of guiding language,as a whole,was comprehensively analyzed.Through case studies,in which interviews with two teachers and talks with students taught by the two teachers were carried out,the following basic conclusions were drawn.1.Expert teachers pay greater attention to guiding students in the new course.Compared with novice teachers,they are more skilled at introducing and elaborating on the new knowledge.2,Two teachers involved usually first guide students to spot problems,analyze them,and sum them up before students absorb the new knowledge.3,Specifically interrogative questions asked by these two teachers account for the majority.4,Expert teachers know better of the timing when using guide language,compared with novice teachers.5,The guide language from expert teachers is more strict,logical,hierarchical than that from novice teachers.Novice teachers are not familiar enough with the teaching content and teaching difficulties.When using the guiding language,they tend to make blunders like these: sudden jam of language,intermittent,too many pauses in the use of sentences,tedious sentences,misuse ofindividual vocabulary,and ambiguity.There are still some shortcomings in this study.For example,the definition of guiding language in math teaching,the classification of types of guiding language,the classification of guiding language timing,and the classification of guiding language purposes,are mainly based on existing documents and the author's own experience.Therefore,they are not comprehensive.Throughout the whole process of the research,only an expert teacher and a novice teacher in Chengdu are selected,and the number is too limited to be convincing.Due to the time limitation,some strategies that are put forward to guide the language application in the classroom teaching of mathematics teachers are still incomplete.The innovative point of the thesis is that this paper studies the classroom teaching from the angle of "leading language" in the classroom teaching of high school teachers,and highlights the teaching concept that teachers guide students to learn.