Beginning High School Mathematics Teacher Professional Development Research

Teachers as the main force in the culture of the motherland future, their quality impact on the prosperity and development of education, combined with new the implementation of a curriculum reform, teachers’ professional development become the focus of domestic and foreign, and a growing number of scholars, experts and classroom teachers start to concern about the way of teachers’ professional development, but less of specific to mathematics and beginning teachers. This study is about the professional development of beginning high school mathematics teacher.The purpose of this study is to examine the status of beginning high school mathematics teachers’ professional development, recognize and research the strengths and weaknesses of beginning high school mathematics teachers’ professional development, give advice to avoid blindness and uncertainty, pay attention to the awareness of beginning high school mathematics teachers’ professional development, improve the related ability of professional knowledge and research of beginning high school mathematics teacher. The significance of this study is promoting the professional development of beginning high school teachers to mature, and accelerating the pace of construction of high-quality mathematics teachers."While the study also hope to deepen the study of the Normal colleges and National education section on the connotation of teachers’professional development. Update guiding philosophy, propose a pragmatic theory of policy to guide the management and training of beginning high school mathematics teacher, promote and deepen teacher education reform.The idea is firstly to find teachers’ professional development theory and achievement by the methods of literature analysis, understand the research status of professional development, through logical thinking and practice to explore the outline of the design of the questionnaire and interview survey, the survey mainly deals with the basic information, professional happiness, expertise, classroom teaching, partner support and professional awareness of the beginning high school mathematics teacher, and then survey in off Shaanxi Province, southern Shaanxi, North Shaanxi three regions of sub-level sample, record the facts and sort out the statistical treatment of analytical data, and finally based on the status quo of beginning high school mathematics teachers’ professional development, suggest the practical implementation of the proposed or program..This paper defines the beginning high school mathematics teacher who engaged in a high school education and teaching for one to five years, completed the university learning task, board Certification. From questionnaire data and interviews understand the beginning high school mathematics teachers’professional development, and on this basis, the following ways and strategies of promoting beginning high school mathematics teachers’professional development are proposed:Firstly, a development platform from national, local as well as the training policy of the Normal School Students to promote the professional development of beginning high school mathematics teachers; Secondly, provide an environment and opportunities by strengthen training, teacher growth portfolio, and build high school quality courses for beginning high school mathematics teachers’ professional development; and then from the peer support and their own two angles, provide thinking sparks and a powerful driving force within to beginning high school mathematics teachers’ professional development; Finally, Beginning high school mathematics teacher professional development is also improved by student resources and student evaluation.