High School Mathematics Teacher Professional Status Quo Analysis Of The Investigation And Countermeasures

Mathematics is one of the three entrance subjects of high school.mathematics teachers are the backbone of high school teachers. Mathematics knowledge of high school is abstract, so students of high school demand higher on math teacher than on the language, English and other subject teachers; new curriculum put forward new actions, special requirements for teaching high school mathematics teachers. All this led me to concern about professional status of high school mathematics teacher, which enhance the quality of life of high school mathematics teachers, stability of high school mathematics teachers and improve teaching efficiency and promote the development of teachers and students within the important practical meaning.Professional status of teachers contains many elements, this study focuses on four areas: work, continuing education, occupational stress, classroom teaching behavior. This study used questionnaires, interviews, classroom observation and other research methods researching on these four aspects of the high school mathematics teacher professional status, based on which proposed recommendations and measures to improve the professional status of high school mathematics teachers. This article includes five parts:Background and research questions, relevant literature review, research methods, high school mathematics teacher professional status survey and analysis, countermeasures and suggestions to improve the status of high school mathematics teacher professional.Analysis revealed high school math teacher workload, long working hours, ineffective continuing education, the main problem of continuing education is lacking contact of theory with practice, some aspects of behavior in the classroom can not meet the new curriculum, big occupational stress and so on, whil the positive factors to affect occupational status of high school mathematics teachers are mathematics taken seriously, good relationships, to experience a sense of accomplishment in teaching, etc. The imbalance of income and pay, social status is not high, large examination pressure, heavy workload and long working hours is major adverse factors of high school mathematics teacher professional status.Based on the findings, this article make recommendations from the social level, school level, their level of high school mathematics teachers, the family level. The main recommendations of social dimension are:to improve the income of high school mathematics teachers,to improve the social status of high school mathematics teachers, the establishment of effective social support networks, the formation of reasonable expectations of high school mathematics teachers, improve teacher law to protect the safety and rights of teachers, education authorities should vigorously improve high school mathematics teachers in pre-service education and vocational continuing education;The main recommendations of school level are:take measures to reduce the burden of high school math teacher, school teachers should be coped with the implementation of human management, high school should implement developmental evaluation to mathematics teacher for promoting teacher development; Level of high school mathematics teacher’s proposal itself are:high school mathematics teachers to create a good professional attitude, and properly handle the relationships in teaching, high school mathematics teachers should strive to improve professional ability for competence of teaching high school math, psychological self-improvement of high school mathematics teachers; high school mathematics teacher at the household level recommendations are:the families of high school mathematics teachers should strive to create a democratic, informal communication environment and places, the families of high school mathematics teachers to share some more chores, The families should be satisfied with the current income of the spouse, do not complaint, do not affect the enthusiasm of spouses to work.