A Comparative Study On Preparation Strategy Of Math Teachers Based On Novice, Proficient And Expert Teachers In Middle School

Berliner(1988) proposed teacher growth theory and suggested it’s relatively easy that a novice teacher growed to a proficient teacher,but not all the proficient teachers can grow into expert teachers.As the class teacher Yu Yongzheng said:"learning old teachers teaching learn them how to prepare a lesson first.Therefore,this study aims to explore the differences in teaching plan strategies on mathematic novice,proficient and expert teacher of the middle school.In the study, the researcher consider quantitative research and qualitative research, from the two perspectives:preparing individual lessons and sequences of course units, and use three-dimensional framework:including to prepare teaching content into teacher preparation, prepare the teaching process, prepare students,the use of of this theory can analyze the strategy and thinking differences of lessons preparation in math novice、proficient and expert teachers of middle school.In the preparation of teaching content of three types teacher:considering course content on a single design:novice, proficient teachers lack scientific and universality, more casual, overlook to consider the learning situation, but expert teachers are key more emphasis on links among lessons, consider carefully than others; considering the contents design of sequence curriculum:three types teachers is basically the same as used textbooks, which will improve teaching efficiency, but also imprison the teachers’ innovation. But it seems expert teachers is relatively flexible with recitation design in the content processing.In the preparation process of teaching of three types teachers, considerations a single design of the teaching process:not only in setting examples and exercises,but also strategic choices of the preparation process, novice teachers and most proficient teachers use relatively simple and single technology, but expert teachers use at least two strategies in the design, included more knowledge integrated in the examples and exercises, to allow more students to understand and enhance students’ ability;Design of the sequence teaching process considered:three types of teachers in the "review""Summary""homework assignment" are no significant difference.41.1%and30.2%of novice and proficient teachers are prefer to contact sequence lessons from the link of review or introduce the course,but expert teachers often use diversification strategy to contact sequence lessons,and emphasize the integration of curriculum system.In the preparing students, most novice teachers and some proficient teachers are "self-centered", which will inevitably lead to them the neglect to their students,but expert teachers understand "student-centered", focusing on student development capacity.Finally, Based on this research,the researcher puts forward some suggestions for helping middle school mathematics teachers’ professional development.