A Comparative Study On Classroom Teaching Behavior Of Urban And Rural Junior High School Mathematics Teachers

With the in-depth development of education reform,the balanced development of urban and rural education has also received attention.The state pays special attention to the integration of urban and rural education,and encourages urban and rural teachers to form a learning community and a development community.In terms of teaching,more and more attention has been paid to the core literacy of mathematics.People gradually pay attention to the efficient learning of students,and realize that the key of improving the effectiveness of classroom teaching and the quality of classroom teaching lies in teachers,and teachers’ classroom teaching behavior affects the effect of classroom teaching and quality.Therefore,taking urban and rural teachers as the research object,clarifying the status quo of urban and rural teachers’ classroom teaching behavior will help them learn from each other,reduce urban and rural education differences,and at the same time have certain value for teachers’ professional development.Based on this,this research focuses on qualitative study,supplemented by quantitative research,and uses classroom video analysis,interview,case study,questionnaire survey,and comparison to study the classroom teaching behavior of urban and rural teachers.Therefore,two questions are set:（1）What are the similarities and differences in classroom teaching behaviors of mathematics teachers in urban and rural junior high schools?（2）What are the influencing factors of the similarities and differences in classroom teaching behavior of urban and rural junior high school mathematics teachers? Firstly,aiming at the first research question,the classroom teaching behavior of urban and rural junior high school mathematics teachers is compared and analyzed from four aspects: language behavior,physical demeanor behavior,guiding behavior,and writing behavior on the blackboard.Secondly,in view of the second research question,through the observation and analysis of the urban and rural teachers’ classroom teaching,it is found that there are similarities and differences in the urban and rural teachers’ classroom teaching behavior caused by various factors.The main influencing factors of different points are teaching philosophy,professional quality,student differences,and teaching resources.Through a comparative study on the classroom teaching behavior of urban and rural junior high school mathematics teachers,the following conclusions are drawn:（1）In terms of language behavior,township teachers attach great importance to students’ mastery of knowledge.On the basis of paying attention to students’ knowledge mastery,urban teachers also pay attention to the development of students’ mathematical thinking,key abilities,and core literacy of subjects.（2）On the whole,township teachers ignore students’ subjectivity in teaching,and the classroom atmosphere is serious,while urban teachers pay attention to students’ subjectivity in teaching,and the classroom atmosphere is relaxed and active.（3）Educational resources are the basic factor for the differences in classroom teaching behavior of urban and rural teachers.Based on the research conclusions,the following three suggestions are put forward:（1）The urban and rural teachers should take the form of regular exchanges and school alliances to promote the integrated flow of urban and rural teachers.（2）Improve the construction of township school libraries and increase learning and training opportunities for township teachers.（3）Combined with the mathematics curriculum standards,excavated the content of the textbooks,and grasped the mathematics teaching objectives.