Research On The Specialty Development Of Excellent Mathematics Teachers

The guidelines of medium-and long-term development programs on education reform for Jiangsu explicitly set forth implementing the teaching strategy of talents:cultivating high-quality professional teachers with noble morality, business skills, reasonable structure, full of vigor and vitality, and creating a group of educators, distinguished teachers and discipline talents as comprehensive promotion strategies for implementation in twice.As the success of education reform relies heavily on teachers, the advancement of curriculum reform, the realization of education modernization and full implementation of quality education urgently lie in promoting the overall professional qualities of teachers. All of these common issues encountered in teacher professional development such as the enhancement of professional expertise, becoming a good class advisor, undertaking educational research and career planning and management, may find their answers from Li Yunan’s experience. As a mathematic teacher of distinction in Jiangsu, she is undoubtedly the typical example in teacher development for current frontline teachers.Taken Li Li Yunan as a case study, this paper explores the insights into the formulation in her teacher belief, the formation of teaching principles and methods, the art in class advisor, the construction of teacher team. By means of interaction between the interviewer and interviewee, it aims to find the intrinsic need and motivation in the professional development of excellent teachers.Some conclusions can be drawn from the analysis 1. Li Yunan’s teacher belief in mathematics:She believes that mathematic knowledge not only covers mathematical concepts, axiom, theorem, formula, rules and problem solving skills, but also contains the mathematical way of thinking as well. As the textbook knowledge is only a part of mathematic knowledge it is far from enough to meet the needs in our life and work. However, it is the most important and essential knowledge and skills for students in their further learning because it is the matrix of students’ competence and emotional development and also the basis for their lifelong learning after their graduation from schools.2.Li Yunan’s teaching thoughts in mathematics:Autonomous learning-discussion-guidance embodies her teaching concepts in mathematics and its core consists of three parts:firstly autonomous learning means students independently undertaking their learning activities; secondly, group discussion refers to the discussions among students or with the teacher in which students exchange their ideas through group or whole class discussion, in which cooperative learning is the major and essential learning approach. Thirdly, proper guidance refers that the teacher takes the guiding role in eliciting, imparting knowledge, solving doubts, and providing prompts and explanation.3. Li Yunan’s art in class advisor:She may be the longest term of service as a class advisor in Chinese history as she has worked as a teacher as long as 58 years and also as class advisor for 58 years. There are certainly a lot we can learn from her excellent art in class advisor and in student management.4. Some implications for mathematic teacher development:Her unique teaching belief has externalized in her classroom teaching in which the learning atmosphere in her class is very active and students in her class are always engaged in active thinking. It suggests that the teacher’ belief is an important part in teachers professional qualities and its impact on teaching activities. Therefore, it can be pointed out that teachers should regularly undertake critical thinking and active emotional experience to promote their teacher belief. It is also found in the case study that teachers should learn to be a person with alert mind in their teaching, not only for accumulating their experience but also for promoting their theoretical knowledge. Besides, teachers should attach equal importance to their teaching and research and learn to adopt theoretical knowledge to guide their teaching activities. Only when teachers enhance their awareness in the essence of education and teaching, can students learn easily and effectively and thus motivate their interest in learning and promote their learning potentials.