数学教育学报2026，Vol.35Issue(3)：21-28,8.
西藏初中数学教师教学行为对学生课堂参与的影响研究
Effects of Junior High Mathematics Teachers'Teaching Behaviors on Students'Classroom Engagement in Tibet
摘要
Abstract
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.关键词
西藏/初中数学教师/教学行为/课堂参与Key words
Tibet/junior high school mathematics teachers/teaching behavior/classroom engagement分类
社会科学引用本文复制引用
陈婷,张淑,楚怡晴..西藏初中数学教师教学行为对学生课堂参与的影响研究[J].数学教育学报,2026,35(3):21-28,8.基金项目
国家社会科学基金"十四五"规划2022年度教育学一般课题——藏族学生数学学习行为投入测评模型构建及应用研究(BMA220221) （BMA220221）
2023年西藏自治区教育科学研究院重大课题——西藏中学数学教学高质量发展提升对策研究(XZEDIP230010) （XZEDIP230010）
