Research On The Relationship Between Middle School Mathematics Teachers' Teaching Concepts And Teaching Behavior

The new round of curriculum reform puts forward new requirements and new concepts for all aspects of teachers' teaching.Whether the new curriculum concept can be implemented,one of the keys lies in whether teachers have a deep insight on the concept of the new curriculum reform,and on this basis,promote the renewal of their own teaching concepts and the improvement of teaching behavior.This research focuses on mathematics and studies the teaching concept and teaching behavior of middle school mathematics teachers.It mainly discusses the following two issues: 1)the specific performance and characteristics of the teaching concept of middle school mathematics teachers;2)The relationship between teaching concept and teaching behavior of middle school math teachers.Firstly,this research uses the literature research method to sort out the relevant research on teachers ' teaching concepts and teaching behavior.With the joint guidance of front-line math teachers and related experts,combined with the characteristics of middle school mathematics,the research generated the interview outline of middle school math teachers' teaching concept and Teaching Behavior Observation Scale of middle school math teachers.Then,taking the representative middle school math teachers from different schools and different grades,at different teaching ages and different titles were as the research object and using the interview method,the research shows the specific performance and characteristics of middle school math teachers' teaching concepts.Finally,among all the teachers who have been interviewed before,the research selects some representative teachers and continue observing in class to know more about teaching behavior,explore the relationship between teaching concept and behavior and its influencing factors,then give suggestions for teachers' training.Through the transcription,coding,statistics and analysis of the data,the following 3 conclusions were obtained:1.The performance of middle school mathematics teachers in the six dimensions of teaching concept is complex and hierarchical.According to the different performances and characteristics of teachers' teaching perspectives in six dimensions,the mathematics teaching perspectives of middle school teachers can be divided into five different types,namely,the concept of imparting knowledge,coping with exams,promoting learning,developing thinking and promoting growth.2.Middle school math teachers have the characteristics of coherence and difference in both teachers' perceptions and teaching behavior.Regarding the understanding of the teaching concept,teachers generally believe that teachers are the guides.The essence of teaching is to teach students how to learn.The teaching objectives and expected results are to complete the teaching of mathematics.The differences in understanding are concentrated on the teaching content,teaching style and way.Besides,as for the performance of teaching behavior,teachers generally pay more attention to the imparting of knowledge and mainly focuses on teaching materials and lack of the use of teaching media.The overall performance is the penetration of light value concepts.The differences in performance also focus on teaching styles and methods.3.The relationship between the teaching concepts and teaching behavior of middle school mathematics teachers is consistent but also different,and the difference between the teaching concept and teaching behavior is that the behavior lags behind the concept.After analysis,the relationship is affected by external factors such as students,examination system,school system and internal factors.Based on the above research conclusions,this study puts forward specific research suggestions for improving the teaching concept and teaching behavior of middle school mathematics teachers in terms of creating external conditions and teachers themselves,in order to help middle school mathematics teachers update their teaching concepts,improve teaching behavior,and improve the quality of mathematics teaching.Viewed as a whole,the main feature of this study lies in taking middle school math teachers as the research object,which is the research in the context of specific disciplines.In addition,the research combines interview method and class observation method to explore the relationship between the teaching concepts and teaching behavior.However,due to the limitation of personal ability and time,the sample is relatively limited and the class observation scale is not precise enough.It needs to be further improved in the future.