What They Notice In Class :a Compare Study Of Middle School Mathematics Novice And Expert Teachers

Effective classroom teaching activities are very important to the cultivation of students' learning habits,and teachers' attention behavior in class is one of the key points to promote effective teaching activities.Through the analysis of relevant literature,this paper extracts the framework of mathematics teachers' classroom attention behavior.Taking six novice and expert teachers as the research objects,this paper uses the framework to analyze the classroom attention behaviors of six teachers in concept class,proposition class and skill class,summarizes the characteristics of the classroom attention behaviors of novice and expert teachers,and puts forward the strategies to improve the classroom attention behaviors for novice teachers.In order to verify the effect of teachers' classroom attention on students' learning,a novice teacher was selected to carry out teaching experiments on two parallel classes of students in M Middle School in A City.The results show that:(1)Teachers' classroom attention behavior is mainly verbal behavior.Teachers' speech concerns mainly include students' learning state and students' classroom participation.Focus on teaching content and objectives through continuous questioning.The actions and behaviors shown in class mainly include patrol in class during practice,quiet waiting after asking questions,and eye scanning of students.(2)From the perspective of teachers' teaching,novice teachers pay more attention to knowledge application than expert teachers.First of all,from the perspective of paying attention to students' behavior,novice teachers pay the highest attention to students' practice behavior times in proposition class and skill class,which are 48% and 64% respectively.Secondly,from the perspective of teaching content,expert teachers pay more attention to the combination of teaching content and actual situation,as well as the acquisition process of concepts,propositions and skills,while novice teachers pay more attention to the application of knowledge.(3)From the perspective of students' learning,novice teachers are often more ineffective than expert teachers in paying attention to students' behaviors.The number of students' behaviors concerned by the two types of teachers is basically the same,but novice teachers' classroom students' responses are weaker.The novice teachers mainly adopt the mode of asking themselves and answering themselves,and the waiting times and the waiting time are obviously lower than the expert teachers.(4)By controlling the classroom attention behavior,the experiment proves that strengthening the classroom attention behavior will improve the learning effect of students.Combined with the teaching experiment,the research suggests:(1)Novice teachers can carry out reflective teaching according to the framework of classroom attention behavior of mathematics teachers.Before class,teachers can use the framework to check whether the teaching design has paid attention to the teaching key points;After class,when reflecting on my teaching concern behavior,I quantified the concern behavior based on the framework and analyzed it carefully.(2)Novice teachers should pay more attention to students' response and thinking behavior,such as timely evaluation and encouragement of students' response,prolonged waiting time,prompting students to think,avoiding self-answering and so on.(3)Novice teachers should pay attention to students' acquisition of new knowledge.