A Study On The Heuristic Teaching Behavior Of Elementary School Mathematics Teachers

Driven by the new concept of curriculum reform,the teacher's heuristic classroom teaching behavior becomes more and more important A series of teaching behaviors of teachers in the classroom have become important indicators for evaluating the success of a class.From a microscopic point of view,the Chinese education system has been continuously improved and gradually improved,and the subject status of students has been raised to a new height.Therefore,the teachers'team is required to continuously improve their professional qualities to achieve the purpose of effective teaching.Based on this requirement,This paper will be further developed and improved on the basis of the previous research on teachers'classroom teaching behaviorThis study mainly selected 32 primary school mathematics teachers from a primary school in the urban area of Wuhan,Hubei Province,and selected five classes for each teacher to observe the classroom.Taking the basic concept of heuristic teaching as the foothold of this article,from the theoretical level,in-depth primary school mathematics class today,To explore a series of heuristic teaching behaviors of elementary school mathematics teachers in the course of classroom teaching,and to explore the problems exposed by elementary school mathematics teachers 'heuristic teaching behaviors in the course of continuous practice exploration.This study can be divided into five parts.The first part is the introduction.This part describes the current status of existing literature and the areas not studied and the main contents studied in this paper.The second part of the definition of the concept and related theoretical basis of the study of the theme of the core issues and support for the study of the central theoretical ideasThe third part is an analysis of the present situation of elementary school mathematics teachers'heuristic teaching behavior.This analysis takes the basic concept of heuristic teaching as the foothold of this article,goes deep into today's elementary school mathematics classroom,and explores the elementary school mathematics teachers'heuristic teaching behavior in the course of classroom teaching.The dimensions of the research can be divided into six categories:enlightening object and enlightening angle,enlightening teaching language,enlightening teaching action,enlightening teaching means,enlightening time,and enlightening effect.The fourth part is to investigate the problems existing in elementary school mathematics teachers'heuristic teaching behavior based on the current situation and analyze the reasons for these problems.The specific problems are as follows:First,the lack of theoretical knowledge support,can not timely change the perspective of inspiration;The second is that the enlightening teaching language and action form are single;The third is that the selection of inspiration objects is arbitrary,and it is difficult to teach according to the material;Fourth,the teaching innovation consciousness is weak;Fifth,the whole effect of heuristic classroom teaching for primary school mathematics teachers needs to be optimized.In view of these existing problems,the author explores the reasons for its emergence.The main influencing factors include teachers'teaching age,professional theoretical knowledge,innovative consciousness,teaching reflection,and school management.In the fifth part,the author puts forward some countermeasures to solve these problems.From the teachers,point of view,the primary school mathematics teachers should first establish the correct view of education and make the correct attribution.Secondly,it is necessary to enrich the teaching language and the guiding form of the movement;Then we must be good at grasping the best opportunity for enlightenment;Second,teachers should focus on the future development pattern of students and change one-sided evaluation methods;In addition,we must continuously promote teacher-student exchanges and pay attention to teaching according to talent;Finally,teachers must constantly carry on the teaching reflection,to achieve the heuristic teaching effect.From the school level,it is necessary to continuously improve the school management system,cultivate the sense of independent innovation,organize high-quality teacher teaching and training work,and build a diversified teacher teaching quality evaluation systemOn the one hand,under the impetus of the new curriculum reform,the teacher's teaching concept and teacher's view gradually changed,and the position of teachers and students in the classroom changed significantly.However,the traditional educational idea remains in the actual teaching process,which leads to poor overall enlightening effect in mathematics classroom.Therefore,the corresponding optimization countermeasures are put forward for reference;On the other hand,this paper probes into this phenomenon and finds that the personal factors of mathematics teachers are the fundamental factors that affect their enlightening behavior.Only by continuously improving their own quality can mathematics teachers better realize heuristic teaching.