Analysis of Classroom Teaching Behavior of Junior Middle School Mathematics Teachers in Tibetan Areas
Xiaoya Wang, Cairang Xiawu
Available Online July 2019.
- https://doi.org/10.2991/iccesd-19.2019.14How to use a DOI?
- Teaching behavior; FIAS; Teaching style; Class questions; Teaching evaluation
- Language behavior is the main teaching behavior in teaching, and it is also an important indicator for evaluating a class. This paper aims to optimize classroom teaching through analysis and evaluation of teachers' language behavior. Based on Flanders interactive behavior analysis system, the original coding table has been improved according to the classroom teaching situation. Furthermore, it analyzes and discusses the verbal interaction between teachers and students in Tibetan classroom teaching from four aspects: classroom structure, teaching style, classroom questioning and teaching evaluation. Based on these problems found in the research, the following suggestions can be taken to improve teaching: to establish the teaching value belief of learner center; to propose innovative questions based on students' mathematical thinking; to establish a scientific and reasonable teaching evaluation system.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Xiaoya Wang AU - Cairang Xiawu PY - 2019/07 DA - 2019/07 TI - Analysis of Classroom Teaching Behavior of Junior Middle School Mathematics Teachers in Tibetan Areas PB - Atlantis Press SP - 56 EP - 60 SN - 2352-5398 UR - https://doi.org/10.2991/iccesd-19.2019.14 DO - https://doi.org/10.2991/iccesd-19.2019.14 ID - Wang2019/07 ER -