Reseach On The Pre-Service Mathematics Teachers’ Understanding Of The Classroom Creativity And Their Teaching Behavioral Tendencies

Today’s china is advancing quality-oriented education actively. It is every teacher’sresponsibility to train innovative talents. Maths teachers of middle school stand at the frontierof maths teaching and practice methodology,their understanding of the creative chassroomhave a directly related to the cultivation of students’ abilities,and the pre-service teachers is“soul engineers” of humanity in the future, so investigating the pre-service mathematicsteachers’understanding of the classroom creativity and their teaching behavioral tendencies isof extreme importance.Based on the above background, firstly the meaning of creativity,creative reseach arereviewed in the study. On this basis,the creativity is defined; Then we choose students whoconme from senior and graduate from one Teachers Colleges of Mathematics and Statisticsdirectly under the Ministry of Education as sample by using methods of questionnaires,interviews, statistical analysis, the pre-service mathematics teachers’ understanding of theclassroom creativity and their teaching behavioral tendencies are investigated byself-designed questionnaire.According to the survey results,to draw the concept of theclassroom creativity and teaching behavior, as well as the links between them and severalmajor factors that influence teachers’conception. Understanding which bias that pre-servicemathematics teachers’ understanding of the classroom creativity exists and making therelevant remmendations to improve conception of teachers’classroom creativity.The results shows that the pre-service mathematics teachers’ understanding of theclassroom creativity is divided into three categories：1. creativity of a math class is creativeteaching2. creativityof a math class is equal to cultivate students’creativity3. creativity of amath class is math itself. In terms of teachers’behavior,there is differences in the10dimensions,and the differences in which certain aspects of the individual dimensions is large.The degree of attention of pre-service teachers is different for each dimension;There is nosignificant difference between grades. The pre-service mathematics teachers’ understandingof the classroom creativity is influential for their teaching behavior,but it is notsignificant.The cause of the situation is:1.the evaluation criteria for students is the collegeentrance examination results;2.the standard of evaluating lesson is vague,unclear.The factorsthat impact the pre-service mathematics teachers’creative ideas include that1. equirements ofthe times;2. middle and high school teachers’teaching concept;3.curriculum;4.network,books and other communication tools;5.teachers’own ideas.Thus improvingmathematics teachers’conception of the classroom creativity should:1.change the evaluationcriteria for students;2.reform textbooks,highlighting the dominat position of students; 3.training for in-service teachers;4.make teachers have a clear assessment standard for theclassroom creativity;5.the curriculum should be balanced;6.reasonable to standardize media.