Research On The Case Of Rural High School Mathematics Teachers’ Teaching In Class

With the new curriculum reform beginning in Hebei province in2009, among theteachers of primary school and middle school to improve the understanding andapplication of new teaching methods, a series of training programs have been carriedout, one of which is the Backbone Rural Senior Middle School Maths TeachersTraining. About100teachers from the schools at and under the county-level took the25-day training program, which was held on Dec.20,2010in Hebei province.The issues studied in the paper are as follows:(1)What are the characters ofteaching activities and application? What are the similarities and differences?(2)Whatcharacteristics are there about the new means of learning methods of the teachers inrural areas? What effect does the training program have on teachers?(3)Whatprogress has been made in teacher’s teaching methods according to the standard ofnew curriculum in the subject of mathematics?We select4teachers at random as the subject from the teachers taking part in thetraining program. And through the analysis about their teaching videos and theface-to-face interviews after class, we make a further understanding about the designand application of teaching methods.The innovation spot of this paper are as listed below:(1) Taking the4teachingvideos of “Sine Theorem” as the Breakthrough Point to analysis the characteristicsof the class activities. The results of the analysis is more detailed andpertinency.(2)Based on the analysis to the coded videos, adopt the Semistructurizedinterview for the purpose of getting their actual motives and honest opinions, moreuseful work out of them to obtain more objective and practical analytical results.Through the analysis of the coded videos and interviews, we find that:(1) In theinstruction design, They just pay their attention to the key knowledge, examples andengagement of all the steps. Though the teachers put up with some exploitativequestions, they don’t really understand where the difficulties the students meet inlearning lies and they can’t “scaffold” for students to solve the problems, so they always take the questions of legibility and memory instead of the constructionproblems.(2) In class activity, teachers put much on “teaching pace” and “teachingtask” but have never seriously studied the teacher-student interaction. They thinkstudents should discuss after thinking it independently and it is convenient to discussafter class.(3) In Teaching Steps, teachers think it is a effective way to creatingsuitable situations to improve the students’ interest. Of course, those situation arerelated to not only our practical life but also our learning content.(4) In teachingmethods, with different teaching ages, teachers master the multi-media in variousdegrees.The case study shows that the training program can more easily improve theteacher’s design about teaching activities than their understanding of the learning andthe guidance to the students’ learning process. Only through studying teaching theoryconstantly can the teachers make much progress in the self-development.