西藏初中数学教师教学行为对学生课堂参与的影响研究OA

Teachers'classroom teaching behavior plays a direct role in students'engagement and is very important to the improvement of academic quality.A total of 1 940 Tibetan middle school students were surveyed,and descriptive statistics,correlation analysis and regression analysis were used to explore the relations between teachers'classroom teaching behavior and students'engagement.The results show that the classroom management behaviors of middle school mathematics teachers have a significant impact on students'engagement.The main teaching behaviors had a positive effect on students'engagement,and the teacher's guidance had no significant impact on students'classroom emotional and social engagement.The overall effect of auxiliary teaching behavior on students'engagement was positive,and teaching evaluation had no significant effect on students'emotional engagement in class.Classroom assistive technology had a significant negative effect on students'emotional engagement in the classroom,but had no significant effect on students'classroom cognition,behavior,and social engagement.Based on the research findings,this paper proposes to combine classroom experience with professional competence to improve the classroom guidance ability of middle school mathematics teachers,and optimizes teachers'auxiliary teaching behaviors to leverage their role in stimulating and fostering students'motivation to learn mathematics.