| 《Outline of national medium and long term education reform and development plan(2010-2020)》,promulgated in 2010,emphasizes that building a contingent of highly qualified and professional teachers is a strategic task of educational reform,the essence of which is to promote the professional development of teachers,that is,from Novice Teachers to expert teacher development process."On deepening the reform of education and teaching to improve the overall quality of Compulsory Education"clearly stated: Teachers should "strengthen the main position of the classroom role,effectively improve the quality of classroom teaching.As classroom teaching evaluation is the key to improve the quality of classroom teaching,it is an important means to promote the professional development of teachers.Therefore,it is of great significance to promote teachers' professional development by improving the classroom teaching quality of novice teachers.In this paper,16 junior middle school novice teachers of new teaching as the research object,according to Dr.Zhou jiu-shi,professor Bao Jiansheng Research and development of "mathematics classroom teaching quality evaluation index system," Based on the video recording,a class is divided into 9 unit segments in 5 minutes,and the performance of 144 unit segments in 16 classes is analyzed from six dimensions and three levels,obtain the main data of the research paper.To solve the following two problems:(1)according to the mathematics classroom teaching quality evaluation index system,junior high school mathematics novice teachers classroom teaching with what characteristics?(2)according to the Evaluation Index System of mathematics classroom teaching quality,is there any difference between junior middle school novice mathematics teachers with one and two years of teaching experience? If there are differences,what are the differences?Combined with the data analysis of 16 classes,the average scores of junior middle school mathematics novice teachers in six dimensions are obtained from high to low:teaching organization,student participation,mathematics communication,mathematics content,cognitive needs,and timely evaluation.The specific conclusions are as follows: novice teachers' classroom teaching quality is excellent in the dimensions ofteaching organization and student participation,good in the dimensions of mathematical content and mathematical communication,general in the dimensions of cognitive needs,and poor in the dimensions of timely evaluation.Combined with the data,this paper analyzes the 8 classes of junior middle school mathematics novice teachers with teaching age of 1 year and 2 years,and finds that there are differences between them in classroom teaching activities.The average score of one-year-old teachers in six dimensions is from high to low: teaching organization,student participation,cognitive needs and mathematical communication,mathematical content,and timely evaluation.The average score of teachers who have been teaching for two years in six dimensions is from high to low: teaching organization,students' participation,timely evaluation,mathematical content and communication,cognitive needs.The specific conclusions are as follows: the classroom activities of teachers with teaching age of one year and two years have the same performance in the dimensions of cognitive needs and teaching organization,the differences in the dimensions of students' participation,the differences in the dimensions of mathematical content and mathematical communication,and the differences in the dimensions of timely evaluation.Through the overall analysis of the teaching quality of junior high school mathematics novice teachers and the Comparative Analysis Among Different Teaching Years,the author puts forward some teaching suggestions for junior high school mathematics novice teachers to promote their professional development. |
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