A Research Of The Rural Middle School Mathematics Teachers’ Ability Development On The Problem Inquiry Teaching

With the reform of basic education mathematics course promotingand deepening,the studies of the problem inquiry teaching has drawnthe great attention of mathematics educational circles at home andabroad.Its core issue is how to guide and encourage students drivenby problematic consciousness to find out,put forward and solveproblems.Under the background of the new curriculum, the probleminquiry teaching has become the core of mathematics teaching.Currently, the problem inquiry teaching is transiting from thecurriculum concept to teaching reality，and how to improve theeffectiveness of the rural middle school maths teaching is an urgentneed to solve the difficult problem.In addition,as the implementerswho carry on the reform of basic mathematic courses,whether themathematic teachers,based on the basic teaching ability,can maketheir ability on the problem inquiry teaching developingeffectively,plays an important part in making the basic mathematiccourse developing fluently and making the problem inquiry teachingdeveloping effectively.Based on above,the study,carried on through the literatureresearch and on the basis of previous studies,combines therequirements of problem inquiry teaching with the characteristicsof mathematics course,building the connotation and structure of theability of problem inquiry teaching.Based on the rural middleschool mathematics teachers，investigate the rural secondary schoolteachers of mathematics problem inquiry teaching ability thedeveloping situation、developing ways and Promoting effect、and themain factors of influence of the rural secondary school teachersof mathematics problem inquiry teaching ability development。Finally, according to the characteristics of the rural middleschool mathematics teachers, puts forward some suggestions topromote the rural middle school mathematics teachers problem inquiry teaching ability development.The full text is divided intofive parts,the main contents are as follows:The first part:Introduction.It mainly discusses the backgroundof the research,including the issues,the significances and the thethinkings and method of the research.The second part:Based on the understanding of the importantconcepts about problem inquiry,problem inquiry teaching, teachingability and so on,it combines the requirements of problem inquiryteaching with the characteristics of mathematics, building theconnotation and structure of the ability of problem inquiryteaching.And the study analyses the way and the factors of themathematics teachers’ ability development on the problem inquiryteaching from theoretical.The third part:investigation and study.The author analyses anddesigns the questionnaire according to the literatures, and asks46rural middle school mathematics teachers from the fifteencounties in Guizhou, and analyses survey results statistically.The fourth part:Narrative research.The author puts the Lteacher as the research object,and have a narrative research forthe development of the L teacher’s teaching ability to explore theissues from the L teacher’s growing experience,the problems toexplore the development of teaching ability for narrative research.The fifth part:According to the research results from the thirdto the fifth part,this part puts forward some strategies andsuggestions on how to to promote the rural middle school mathematicsteachers problem inquiry teaching ability development.