A Case Study On The Behavioral Characteristics Of Novice Mathematics Teachers In Primary School

Classroom questioning is one of the important ways of teacher-student interaction,and it is also an important index to evaluate the quality of teachers’ classroom teaching,which can gather students’ attention,stimulate the collision of students’ thinking,guide students to think deeply,and play an important role in improving the effectiveness of classroom teaching.Aiming at analyzing the characteristics of classroom questioning behavior of elementary school math novice teachers,this study selects three new math teachers in Shanghai S Primary School,and focuses on the field of "number and algebra" as an example,through classroom observation,after-school interviews and teaching video analysis.A case study was carried out on the classroom question behavior characteristics of novice teachers of mathematics in primary schools.This study builds an analysis framework of the characteristics of classroom question behavior of primary mathematics novice teachers,focuses on analyzing the characteristics of novice teacher’s classroom question behavior from four dimensions: teacher’s question,teacher waiting,student response and teacher feedback,and exploring the problems in the classroom question behavior of the novice teacher of primary mathematics.From the empirical point of view,the teaching strategy of teachers’ effective questioning in the classroom is put forward.The research shows that the main characteristics of the classroom questioning behavior of primary mathematics novice teachers are: First,the number of classroom questions of novice teachers of mathematics in primary schools is more,mainly with low cognitive level of cognitive-memory questions.The types of questions are uneven,the questions are not effective,and the proportion of administrative questions is not low.Novice teachers lack the expression ability of the classroom question language,and the question is more testing and threatening.Second,the waiting time for novice teachers to ask questions in the classroom is short,with 0-3 seconds as the main,giving students insufficient time to think deeply.Third,students’ response are mainly mechanical response,non-answer and cognitive-memory answer as a supplement,students’ overall classroom thinking participation is low,and the response cognition level is lower.Fourth,novice teachers mainly suggestive,interrupt and ignore the low-level feedback,the form of feedback is not effective enough,the evaluation method is more single,more concerned about the students’ knowledge of the feedback,less involved in non-knowledge feedback.After analyzing the characteristics of the classroom question behavior of the primary mathematics novice teacher,this study also makes an in-depth analysis of the problems in the classroom questioning behavior of the novice teacher of primary mathematics,and puts forward four teaching suggestions for how the novice teacher can improve the effectiveness of the classroom question behavior,including:(1)the type structure of classroom questions should be reasonable,(2)strengthen the training of mathematical language,improve the vividness and accuracy of the question language,(3)give students appropriate thinking time,(4)be good at using high-level feedback methods,pay attention to non-knowledge feedback.