Analysis The Middle School Mathematics Teachers' Cognitive Level On Process Objects

"Full-time compulsory education mathematics curriculum standards (Reviseddraft)"(hereinafter referred to as the "standard") in the basic idea explicitly pointedout, Mathematics Teaching should not only pay attention to the results of knowledgeand skills, but also let the students experience of mathematical problem from theactual background, constructs the mathematical model, seek result, process of solvingproblems. The standard look the "process" as the objects,is concerned with thechange of students' learning style and teachers' teaching mode.Most research on the "process objects" research in china and abroad, has beendone from the psychology and pedagogy,but rare from mathematics disciplineperspective to analysis and interpretation. In practical teaching, teachers' cognitivelevel on the "process objects" directly decides the teaching styles. Therefore, take theteachers as the research objects; analysis middle school mathematics teachers'cognitive level on process objects has very important significance.The title of this paper is Analysis the middle school mathematics teachers'cognitive level on process objects. Firstly, this study analysis the "process objects"connotation and feature, then design the interview and questionnaire. Secondly, thestudy investigated different types of schools in Liaoning province213middle schoolmathematics teachers as samples, using the investigate research, in order to know thatthe middle school mathematics teachers' accepts and behavior for "process goals".Generally, we found. Firstly, the middle school mathematics teachers payattention to most importance of process objects, but they cannot understand themeaning of "Feel,Experience and Explore" basically, and their tethering behavior arenot positive. Secondly, there is consistent between the accepts of the process objectsand teaching behaviors,the more teacher accepts of the process objects,the morepositively teacher behaviors; Further analysis found, middle school mathematicsteachers' the cognitive level on process objects are not correlated with existing degreeand taught grades,are correlated with the years has been teaching, training and schooltype.Based on the results, this present study proposed third suggestions only frompersonal for teachers to improve the cognitive level on process objects: we should focus on the teachers' accepts; focus on young teachers' training and learningopportunities; focus on Township school teachers' teaching styles.The study on questions in the questionnaire design still can think further andhave perfect space. At the same time, the conclusion was designed to furtherimplement "process goals" provides some recommendations, expectation on linemathematics teachers and education training to have draw lessons from action,promoting the further development of new curriculum reform.