Senior High School Mathematics Teachers’ Belief And It’s Influence On Teaching

Resent years, the research focus on teachers from teaching behaviors transfers to beliefsand psychological mechanisms of teachers’ behaviors. With the gradual deepening of the newcurriculum reforms, the requirements to improve teaching methods and the innovation ofteaching concepts have become increasingly prominent and the beliefs of the teachers is thekey to the change. Studies have shown that, teachers’ belief influence on teachers’ behavior,and ultimately have effect on the development of students. Therefore, in the context of newcurriculum reform to further promote, it is necessary to study the belief and teaching of highschool mathematics teachers. What kind of teachers’ belief do the high school mathematicsteachers have now? What’s the feature of the belief? What influence does belief on teachingfor high school mathematics teachers? And are they consistency? As the background of thenew curriculum reform, the study purpose on exploring the belief systems of teachers and itsinfluence on teaching.The study objects of this research are the six one-grade math teachers in senior highschool. The main study method consists of classroom observation, after-school interviews andparticipant observation. The researcher observed and recorded the classes of the six teachers,interviewed and observed them after class, finally coded these dates together with theteaching plan, the courseware, the classroom record and the interview record. Researcherthrough the analysis of the dates, inferred the belief systems of individual cases from the threedimensions of teaching belief, studying belief and mathematical belief, then combined withthe teaching behavior of individual cases to explore the impact of belief on teaching behavior,and explored the reason.According to teachers’ belief and teaching behavior of this study, individual cases ofteachers divided into three categories--cooperation teachers, authority teachers andexploration teachers. Researcher compared analysis the three types of teachers’ belief andbehavior. The results of the research shows that, in the background of curriculum innovation,the belief of math teachers in senior high school still shows a variety of features (Cooperationteachers and exploration teachers held advanced concept of curriculum innovation, theauthority teachers still held traditional belief); The teaching behavior of senior high schoolteachers conform to their belief, teaching behavior showed differences due to the beliefsystem. Due to the individual reasons, the teachers with similar belief will also show thedifference of teaching behavior.Through the discussion of the belief of math teachers in high school at this present stage,researchers hope to promote innovation of education and the teaching methods of high schoolmath teachers and to provide meaningful assistance to the professional development ofteachers.