The Investigation Of Current Study Situation Of Free Teacher Education Students In Mathematics

In order to strengthen the teacher training of rural education, the Central Committee and the State Council started a new education policy– in Beijing Normal University, East China Normal university, Northeast Normal University, Central China Normal university, Shanxi Normal University and Southwest University– named free teacher education policy. With the implementation of this policy, a special group which is composed entirely Free Teacher Education students appeared in these six subordinate Normal universities. In this essay, in order to study the current study situation of these free teacher education students in Mathematics, a questionnaire is used to test 404 free teacher education students from grade two and grade three of mathematics and the statistical institute of Northeast Normal University.The research has revealed that the students of free teacher education in Math had a moderately good learning state, and they are satisfied with the course design. Most of them would like to be a teacher of elementary and secondary school. However, there are still some problems. Firstly, there are no obvious differences between the normal students and the students of free teacher education. Secondly, the students of free teacher education do not have enough understanding about this policy. Thirdly, generally speaking, the students of free teacher education have a positive learning attitude, but some of them fail to adjust themselves to the education of major. Lastly, most students think that there are minor relevancies of math between college and high school.In this essay, there are also some suggestions to solve the problems mentioned above. Firstly, we need to give wider coverage about Free Teacher Education; secondly, we should set a new policy that the non- educational students can change their majors to become the free teacher education students when they are freshmen or sophomore; thirdly, we need to arouse their learning motivation, cultivate their learning interest and clarify their learning goals; fourthly, the communication between teacher and students should be strengthened. Fifthly, more attention should be paid on the connection between the college math and high school math. Lastly, more training of teaching skills is essential.