An Empirical Study On The Influence Of Junior Middle School Mathematics Teachers' Cognition On Teaching Behavior

Teachers, the main executor of the teaching, their behavior directly decided the students’learning outcomes, and teaching behaviors will be affected by many internal and external factors which contain their own teaching idea and epistemological beliefs. We must have a certain mastery of understanding of epistemological beliefs’law of development and find the impact of the main points of the teaching behavior, so seeking to build good understanding breakthrough of faith. The paper based on the mathematical understanding how epistemological beliefs influence teaching behavior and combined with the empirical analysis of the Qinhuai District, Nanjing, was hoped to provide reference for the related education workers.This study through the way of combining theory with instance, theoretical part first summarizes the domestic and foreign relevant theory research. Through the teaching behavior, the influence of combing out the math teacher know theoretically beliefs about education behavior’s influence power, then validated through an empirical analysis on theory, using questionnaire and on-the-spot view, in addition to obtain data on the relevant data by the sample for analysis.By this study,the epistemological beliefs of junior middle school mathematics teachers tend to be progressive, as a whole.In general, the epistemological beliefs have no differences according to their school background、their level of education and whether they are the backbone teachers. The epistemological beliefs of junior middle school mathematics teachers age differences according to their teaching experience. The teacher groups whose service ages are 5 to 10 years tend to be more advanced than the other school age period of teachers, and mainly reflects in understanding beliefs about mathematics learning, mathematics teaching, students and teachers themselves these dimensions.Factors of junior middle school mathematics teachers epistemological beliefs about teaching behavior has a significant impact, in terms of its impact on different dimensions and impact strength is different also. Among them, the knowledge of mathematics, mathematics teaching, math learning dimensions of beliefs about teachers’ classroom control and adjustment has significant effect. Junior middle school mathematics teachers understanding between belief and teaching behavior, its teaching beliefs are more significant than teaching behavior orientation tend to progress.