Teaching Quality Analysis Of Primary School Mathematics Expert Teachers And Novice Teachers Based On MQI

The analysis of the classroom teaching quality of primary school mathematics expert teachers and novice teachers is very important for the implementation of mathematics curriculum standards and the improvement of classroom teaching ability of primary school mathematics teachers and the development of students.At present,there are many researches on the use of specialized framework systems to analyze the quality of mathematics classroom teaching in China,while most of the domestic researches focus on the junior or senior high schools,and relatively little analysis of the quality of primary school mathematics classroom teaching.Analyzing the classroom teaching quality of primary school mathematics expert teachers and novice teachers is conducive to improving the teaching level of primary school mathematics teachers.In this study,the expert teachers were selected from the highest level of primary school mathematics exchange activities — the primary school mathematics teaching reform observation exchange demonstration training activity(13th),and the novice teachers were less than 5 years old in class.The content of the course is "The Meaning of Fractions","Classification and Sorting",and "Knowledge of Circles".Classes of expert teachers and novice teachers are taught by the Mathematical Quality of Instruction(MQI)system proposed by the Hill team.Coding analysis of teaching videos.This paper analyzes and compares the classroom teaching quality of elementary mathematics expert teachers and novice teachers from the four main dimensions of Richness of the Mathematics,Working with Students and Mathematics,Errors and Imprecision,and Common Core Aligned Student Practice.The differences between expert teachers and novice teachers are found in the research,the advantages of expert teachers are found,and suggestions for the professional development of novice teachers are made.Through analysis,it is found that the six selected mathematics courses are in the four dimensions of the MQI,and the average score of each dimension is in the order of Errors and Imprecision,Richness of the Mathematics,and Working with Students and Mathematics and Common Core Aligned Student Practices.There are obvious differences in the quality of mathematics classroom teaching between novice teachers and expert teachers in elementary school.Based on the research results,the author puts forward some suggestions:(1)Enrich the classroom teaching content.(2)Focus on student reactions in the classroom.(3)Highlight the subjectivity of students in the classroom.(4)Improve teachers' mathematical literacy.It is hoped that the above suggestions will have some implications for novice teachers,so as to promote the professional development of novice teachers and improve the quality of primary school mathematics classroom teaching.