| Variant teaching refers to the teaching of multiple perspectives on a subject,more lateral changes,or use its essential attribute highlights its essential attribute,designed to allow students to see the nature of the problem and the nature.Novice mathematics teachers can be based on the experience of the expert mathematics teachers change type teaching,to improve the teaching quality of variant,and improve their professional development.Concerned expert and novice teachers of mathematics teaching characteristics and differences of related research,this paper studies the following problems:(1)expert mathematics teachers "teaching" has what characteristics? Novice mathematics teachers "teaching" is what performance?(2)the expert and novice mathematics teachers "teaching" what is the difference?Selection of expert and novice mathematics of junior high school teachers as the research object,using the method of case study,combined with the existing research,expert advice,and design,classroom observation scale view variations in lesson.With algebraic concept class,graphics and geometry,formula law class type and nature of the image class four class as the main line of expert mathematics teachers change teaching style with the characteristics of a novice teachers teaching performance analysis and comparison,get the difference of expert and novice teachers of mathematics teaching.Expert mathematics teachers variant teaching characteristics are:(1)To guide students independent variable type to import new lesson;(2)Using counter-examples variant analysis concept;(3)Use of the graphic variant,complex graphics concise;(4)Set up the reasonable language variant,triggering students thinking,to explore,validation and induction;(5)Use a changeable,open variant with strong purpose;(6)Using a method to generalize a special conclusion;(7)All landowners attaches great importance to the knowledge generation process,guide students to actively participate in change process,promote students explore innovative ability.Novice mathematics teachers variant teaching performance as follows:(1)Using the standard variant analysis concept;(2)Use of the graphic variant,deepen the basic elements and their relationship of the basic graphics;(3)Using the method of a multi-purpose,analogy to the old knowledge to learn new knowledge;(4)The use of one variable to consolidate knowledge,hoping to improve students’ ability to solve problems.(5)Controlling the process of variant is stronger,do not take the knowledge generation process.Expert and novice mathematics teachers’ teaching of differences as follows:(1)Expert mathematics teachers using a topic changeable introduce new lesson,the novice mathematics teachers are straight,derive new knowledge;(2)Expert mathematics teachers to use counterexample variant analysis new knowledge,new mathematics teachers to use non-standard variant analysis knowledge;(3)Expert mathematics teachers set the "obstacle" of new knowledge and induction,the interpretation of the novice mathematics teachers to use variable type and the interpretation of the most inductive knowledge;(4)Expert mathematics teachers using the graphic variant,the complex graphics concise;Novice mathematics teachers using the graphic variant,deepen the basic elements and their relationship of the basic graphics;(5)Expert mathematics teachers using a multi-purpose,cultivate the students’ number form combining ability;Novice mathematics teachers by using a multi-purpose,analogy to the old knowledge to learn new knowledge;(6)The expert mathematics teachers design open variant,a variable problem,improve students’ awareness of participating in the variant bold innovation,while the novice mathematics teachers use a variable problem,expect to improve students’ ability to solve the problem.Based on the above conclusions,this paper puts forward some Suggestions and reference for the novice mathematics teachers. |
