Analysis of Classroom Teaching Behavior of Junior Middle School Mathematics Teachers in Tibetan Areas

DOI

10.2991/iccesd-19.2019.14How to use a DOI?

Keywords

Teaching behavior; FIAS; Teaching style; Class questions; Teaching evaluation

Abstract

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.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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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
BT  - Proceedings of the 2019 International Conference on Contemporary Education and Society Development (ICCESD 2019)
PB  - Atlantis Press
SP  - 56
EP  - 60
SN  - 2352-5398
UR  - https://doi.org/10.2991/iccesd-19.2019.14
DO  - 10.2991/iccesd-19.2019.14
ID  - Wang2019/07
ER  -