Training Of The Primary Teachers Of Mathematics Education Master Of Professional Competence

Teachers’ professionalization is the trend of teacher education development in the world, is also needs and direction of the Chinese teacher education reform.. The development of teachers’ professional capabilities is an important part of teachers’ professional development. Mathematic education professional masters, also called degree postgraduates of the mathematics education master,is important reserve force of new mathematics teacher’s. Teachers’ professional ability training is an important supplementary and supporting cultivation mode for their teaching professional development. A normal university is the first one who builds teachers’ professional abilities development center in China, which trains mathematics education professional masters in teachers’ professional abilities.What dose the training program trains? How to implement? What are the change and the problem in the implementation process? In this paper, according to series of investigation of the primary teachers’ professional ability training which the2011grade mathematics education professional masters participate in, it reflects the implementation process of the training program、students、 harvests and main problems that exists, makes reasonable cause analysis and gives many improvement Suggestions. This paper contains five parts:The first part is introduction, in which the background, purpose, ideas, methods and significance are introduced.The second part is the survey analysis results about the implementation process of the training program. Through consulting literature, observation, interviews and other methods, the training programs, training content, training methods are stated.In the third part, the training’s good results and the analysis of the main problems are stated. Through the investigation the author finds that training to get a result:the students have obtained relevant theory, consciousness has been promoted, improved their practice abilities. However, the paper also shows that the training implementation has the following problems:insufficiency of mathematical subject characteristics, teaching practice gets less attention, demands of students draw less attention, the training contents light details, lack follow-up assessment, and training time is not enough.The fourth part is reason analysis for the exited problems and suggestions for improvement. Based on the reason analysis, it put forward the improvement suggestions:to cover mathematical disciplines "brand" from training many aspects, to trengthen preretirement and offer more practice opportunities, to perfect training mechanism policies, to perfect platform construction, to establish trainees’ college cooperation support and so on.The last part is conclusion and prospect. It gives a general description of the work that the paper has done, and points out the deficiencies and the problems which I need to study in the future and so on.