A Study On The Status Quo And Strategies Of Classroom Answer Of Mathematics Teachers In Senior Primary Schools

With the orderly progress of the new curriculum reform in China,the school attaches more and more importance to the implementation of the teaching concept of "student-oriented".As an indispensable teaching activity in teacher-student dialogue,classroom question and answer is an important way to arouse students’ enthusiasm in class and stimulate their thinking ability.As an important part of class question and answer,the answer refers to the teacher’s feedback and evaluation after the students answer the question.Good reasoning can provide an environment for dialogue between teachers and students,and promote emotional harmony between teachers and students.However,there are some problems of low efficiency or ineffectiveness in the teaching process of primary school teachers,which makes it difficult to play the role of rational answer.In view of this,this study tries to take the classroom reasoning of senior primary school mathematics teachers as the entry point,and according to the current situation of reasoning,explore the optimization strategy of improving teachers’ reasoning ability.This study attempts to conduct a research on teachers’ reasoning responses in senior mathematics classroom of X Primary School in Kaifeng city,Henan Province through classroom observation,interview and questionnaire survey.Classroom observation is based on the normal class as the research point,and on the basis of the consent of six teachers,the classroom teaching video recording,with the help of the classroom observation record table to observe and record the teacher’s reasoning behavior.In order to have a deep understanding of the teachers’ understanding of classroom reasoning,ten senior mathematics teachers were interviewed by unstructured interview.In order to grasp the current situation of mathematics teachers’ classroom answers from the perspective of students,a questionnaire survey will be carried out with grade 5 and 6 students as the research object.Through sorting out and analyzing the data results of classroom observation,interview and questionnaire survey,this study found that there were four main problems in classroom reasoning of X senior primary school math teachers,which were: weak consciousness of classroom reasoning: teachers paid little attention to classroom reasoning;Single way: different ways to answer the frequency of use is too big;Lack of reflection: reflection on the relevant aspects of the answer is too general;Formal answer highlights: inefficient praise and frequent use of idioms.The reasons behind the problems are as follows: lack of understanding of the new curriculum concept,incomplete self-reflection,lack of evaluation wit,lack of relevant training,and imperfect assessment mechanism.Mathematics classroom is based on the current the elementary school higher grades of a problem and its reason,this study attempts to manage a principle based on theoretical research is presented,mainly for the knowledge orientation,ability orientation,emotional orientation,values orientation four principles,based on the reason a principle to try again from six aspects in the elementary school higher grades mathematics teachers classroom a strategy to improve the status quo of management,Respectively to strengthen the consciousness of rational answer,highlight the value of dialogue;Pay attention to reflection,improve the quality of management;Practice the way of answering to achieve efficient dialogue;Cultivate evaluation literacy,improve the ability to answer questions;Strengthening teacher training and constructing harmonious classroom;Improve the assessment mechanism and provide institutional guarantee.