Research On The Diagnosis Of Explaining Behavior Of Middle School Mathematics Teachers Based On Video Analysis

Explanation behavior is an important behavior in teachers’ professional skills,which reflects the comprehensive professional level of a teacher.Studying the explanation behavior of middle school mathematics teachers is not only helpful to improve the explanation ability of teachers,but also can promote the development of students’ thinking and improve the quality of classroom teaching.Nevertheless,most of the previous studies mainly focus on "teaching evaluation",and ignore the guidance for improving the practice improvement of teachers.To this end,from the perspective of "diagnosis",this work constructs a three-level diagnostic indicators of middle school mathematics teachers’explaining behavior and give specific measurement standards of indicators.To validate the constructed diagnostic indicators,we diagnose 12 video lessons via a video analysis method,and provide personality diagnosis report and common diagnosis scheme.In order to reach above aims,firstly,we leverage the Nvivoll plus and analyzes the literature related to the explanation behavior of mathematics teachers.Specifically,we construct a three-level diagnostic framework for the explanation behavior of middle school mathematics teachers,including three first level indicators,seven second level indicators,14 third level indicators and index coding standards.Then,taking five third level indicators as examples,we provide a specific measurement standard,measurement method and improvement scheme,which provides the basis for the follow-up diagnosis.In the implementation stage of diagnosis,we leverage Nvivoll plus to transcribe the selected 12 video lessons to the form of text,and then analysis them by using the proposed diagnostic indicators and measurement standards.Specifically,the performance of teachers is recorded to a form of personalized diagnosis sport.Using the coding data of 12 video lessons and text manuscript,we analyze the connection and difference,and provide the common improvement scheme.By analyzing the coding data characteristics of 12 video lessons,the problems in the explanation behavior of these mathematics teachers are summarized as follows:from the vertical point of view,in the explanation content,some teachers’ performance is poor in the secondary development of teaching materials,the use of generated resources,and the setting of situational problems;in the explanation process,some teachers’ knowledge logic is more chaotic;in addition,some teachers’ explanation language is not accurate,scientific and artistic;from the horizontal point of view.Compared with mathematical concepts and mathematical formulas,the coding rate of mathematical theorem in explaining content and process is lower,and the coding rate in explaining language is the same;compared with junior high school teachers,senior high school teachers have higher coding rate in explaining content,but lower coding rate in explaining language.According to the results of the statistical analysis,this paper finally gives the common improvement scheme to improve teachers’ explanation skills:tracing to the source,combining learning with thinking in explanation content;being self reliant,explaining the process in simple terms;tempering and polishing,improving the scientificity and artistry of explanation language,and explains in detail in each improvement scheme,which provides teachers with specific and operable methods.