The Perspective Of Constructivism In Xinjiang Area Middle School Mathematics Teachers' Beliefs

In order to study a tercher’professional development,terchers’knowledgeneeded to be studied,as well as an important field,terchers’belief.Terchers’belieflargely influence ther teaching plans,making in the classroom,teaching behaviourand professional growth.During the20years,researchers have taken more and moreattention in the field of terchers’belief,mathmatics education belief involved,inwhich great research results have been gained.However,in the areas ofXinjiang,where many different national people live,the researchs on middle schoolterchers’belief aren’t seen much.Now is the key time of the reform of new curriculum.Many researchers belivethat terchers’senses are needed to renew in order to advance the movement of newcurriculum.That is to say that the research results on modern education are used,forexample,constructivism,to lead to teathing practice and teachers’ professionaldevelopment,and to refactor tradional mathmatics education senses.Firstly,this article survey30terchers who came to attend the national educationtraining plans from country middle schools,and12on-the job education masters. Inpractical terms,the questionaires are mainly about their mathsmatics belief,mathsmatics teaching belief, mathsmatics learning belief. The questionnaires alsocontain two kinds of questions:structural ones and open ones.Then I statistics andclassfy these datas and other information.This reseasch concretely their beliefcharacteristics.Also the belief of the teachers of the two different ranks arecompared.Meanwhile,some important factors influencing terchers’belief areproclaimed.Afterwards,I try to analyse the activities in the classroom from microcosmicperspective,namely,the reseasch on a high middle school mathsmatics teacher’snative conception,and the core elements she cares about in the classroom.Thereseasch method consists of classroom observation,recording and video reseasch.This article draws the following conclusions.1． The questionnaire survey conclude that the mathsmatics belief, themathsmatics teaching belief and the mathsmatics learning belief of the middle schoolmathsmatics teachers in Xinjiang areas are all close to progress orientation.However,teachers still hold in varying degrees traditional mathsmatics education beliefingredients.2．There are maybe conflicting ingredients in the middle school mathsmaticsteacher’s mathsmatics belief system.3．There aren’t significant differences in the mathsmatics belief, mathsmaticsteaching belief,and mathsmatics learning belief between the terchers who came toattend the national education training plans from country middle schools,and12on-the job education masters.4．Based on microcosmic perspective reseasch,this article shows that the teacherobserved hold the mathsmatics belief of absolutism or instrumentlism. While the mathsmatics teaching belief and the mathsmatics learning belief are close to progressorientation.The traditional belief and the belief of constructivism aresimultaneous,although the first one is regnant.5． Mathsmatics teachers’belief and teaching behaviour are ofteninconsistent.Many causes result in it.The main factors are as the following:currentevaluation system,traditional education and traditional culture,as well as socialexpectation.This article also attempt to explain and analyse present mathsmatics teachers’belief characteristic from the perspective of traditional education and traditionalculture profoundly.According to the reseasch conclusion above,some suggestions are made to helpmathsmatics teachers’professional development.