A Study On The Classroom Teaching Behavior Of "Equations" In Grade 7

The professional development of teachers begins with "imitation",mastering basic and standardized teaching behaviors through imitation,and then,through repeated practice and experience accumulation,gradually exceeding the standards and forming teaching styles,and even tending to form the realm of teaching art in the process of teaching reflection.However,in the actual teaching practice,teachers have difficulties in optimizing and improving their teaching behaviors due to the single method of reflecting on teaching behaviors.The content of "equations" in Grade 7 is the key to connect "number and algebra" in junior high school,and it is a powerful tool to build up the idea of equation,model and application awareness.Therefore,studying the specific characteristics of class teaching behaviors of 7th grade "equations" can help front-line teachers improve their teaching behaviors and enhance teaching effectiveness.Based on the literature analysis method,this paper constructs an observation scale for classroom teaching behavior of seventh grade "equations" and uses 24 video lessons of seventh grade "equations" in Jiangsu Province on the National Education Resources Public Service Platform "One Teacher One Excellent Lesson".The video was coded and analyzed by NVivo12 software,and the qualitative and quantitative research was combined to summarize the main characteristics of the classroom teaching behavior of seventh grade"equations",so as to improve the classroom teaching of seventh grade "equations".This study provides suggestions for improving the quality of classroom teaching behaviors of"equations" in Grade 7,and provides a feasible method for in-service teachers to reflect on their teaching.The findings of main teaching behaviors are as follows:(1)teachers’ presentation behaviors are diverse,and they can combine traditional media with modern educational technologies such as overhead projectors,projectors and computers;(2)teachers in quality classes pay attention to both the number of questions and the objects of questions;(3)practice instruction is relatively adequate,but the types and numbers of instructional behaviors need to be enriched;(4)the problems are closely related to real life situations,and they pay attention to students’ problem solving.The findings of the study on the complementary teaching behaviors are as follows:(1)the first waiting behaviors can be carefully predetermined,but the second waiting behaviors are insufficient;(2)the reinforcement behavior is mainly verbal reinforcement,and the reinforcement means are relatively single.The conclusions of the study on teaching management behaviors are as follows:(1)the mediation time is reasonable and moderate,and the edge time is short;(2)the classroom problematic behaviors are less,the identification and correction of problematic behaviors are rapid and timely,and the correction method is relatively single.