Junior Middle School Mathematics Teacher Teaching Discussion Exchange Research

In order to understand the situation of teaching discussion and communication of junior middle school mathematics teachers,this paper investigates from two aspects: formal communication and informal communication,and proposes strategies to improve the effectiveness of teaching discussion and communication according to the survey results.In the selection of research methods,literature analysis,questionnaire survey,interview method and case analysis method are adopted.Firstly,the framework of this paper is determined by literature analysis,and the concepts of formal communication and informal communication are defined,and the dimensions of formal communication and informal communication are divided.Secondly,the questionnaire and interview outline are compiled according to the dimension division.The questionnaire and interview outline adopted the assessment method of first-line senior teachers.Both of them conducted formal investigation and research in a city.Statistical analysis of the data was carried out through Excel software,and strategies to improve the effectiveness of teaching discussion and communication were proposed according to the data results.Through data analysis,it is concluded that the current situation of teachers’ communication and discussion is as follows:(1)The scale of collective lesson preparation is basically about 6-10 people,the time of lesson preparation is once a week,and the time,place and presenter are determined.Teachers generally believe that collective lesson preparation is of great help to their teaching;(2)Almost every teacher has the opportunity to participate in the school-level open class,and the preparation time is 1-2 weeks.The way of lesson preparation is usually one teacher or a group discussion,and there is basically no formal grinding of the lesson.And the district open class opportunity is rare,the preparation time is relatively long,will organize several grinding class,two kinds of open class teaching content selection is mostly decided according to the existing teaching progress;(3)The competition grinding class makes teachers feel benefited a lot.Of course,the process is laborious,and there are still some problems to be improved in grinding and evaluating lessons;(4)In informal communication,most teachers discussed more with their math teachers in the same lesson preparation group.n addition,this paper selects a teacher who participated in the national open course competition for interview,to understand the specific situation of teachers’ teaching discussion and communication in the preparation process of open course.The improvement strategies of teachers’ communication and discussion:(1)It is better for most teachers to "learn with an open mind and accumulate knowledge and experience" in the state of collective lesson preparation,but it is not necessary to publish their own ideas on teaching design.The starting point of collective lesson preparation is to gather the wisdom of all the teachers to better each lesson,so teachers should be good at publishing their own ideas;(2)Through the questionnaire survey and interview,it was found that no matter the university-level open course or the districtlevel open course,people paid more attention to the preparation for the open course,but did not do well in the two links of course evaluation and reflection;(3)The author hopes that every school can provide comprehensive evaluation for teachers participating in the competition,so that teachers can feel that they can learn a lot from the competition,and improve the enthusiasm of teachers participating in the competition,not only for the sole purpose of helping to evaluate professional titles by winning the competition;(4)The subject of informal communication of teachers is relatively simple,usually they are mathematics teachers in the same lesson preparation group,so the subject of communication can be expanded,so that the suggestions or inspirations will be different.