Ten Years Junior Middle School Mathematics Curriculum Reform Of Teachers’ Classroom Teaching Idea Change Research

Ten years ago, the new mathematics curriculum conduct a comprehensivepromotion in the country, compared to traditional curriculum, there are breakthroughand innovation in curricular concept, content, implementation, evaluation etc., and putsforward the higher request and more challenges for education workers, but also to thedevelopment of junior middle school mathematics classroom teaching concept putforward the urgent request. The new curriculum has reformed ten years, the juniormiddle school mathematics teachers’ classroom teaching idea has changed a lot.Because no literature systematically analyzing concept of teachers’ mathematicsclassroom teaching, this article make a systemic to its definition, break it down intoview of curriculum, view of teachers and students view, teaching view, evaluation, andthe environment concept of five level one dimensions in the class, and from theseaspects to investigate junior middle school mathematics teachers for the cognition ofteachers’mathematics classroom teaching conception. Parts of Chongqing junior middleschool carry out the questionnaire, respondents are more than a decade of teachingmathematics teacher, and the part of teachers of mathematics are semi-structuredinterview. Through the questionnaire survey, concluded that ten years ago and latter,mathematics teachers’ classroom teaching idea with the level of general and specificchanges in dimension concepts, and through multiple-choice, gain the restraining factorsof teachers of mathematics classroom teaching concept, influence reason, main source,the necessary conditions, etc.; By a semi-structured interview survey, get themathematics teachers’ real thought and understanding about development ofmathematics classroom teaching ideas.Research shows that, ten years ago and latter the mathematics teachers ofclassroom teachers and students view and teaching view has changed a lot, at the sametime, view of curriculum, view of evaluation, and the environment view has great changes. But for “teachers should become builders and developers of curriculum”,“theteacher is the learning facilitator and guide in the process”,“in the class, communicati-on between teachers and students, communication between teachers and teachers”,“creating the proper classroom environment for the students dare to innovation, daringto question” such point of views, on the view of mathematics teachers’ approval degreeis not enough, it will need to continue to improve.Through multiple choices,mathematics teachers think the main power comes from the change of classroomteaching idea in its teaching effect is not satisfied, and want to update the concept ofmathematics teaching in order to improve the teaching effect, the second is therequirement of social development and the surrounding colleagues to adopt newteaching ideas. Through the concept of mathematics classroom teaching researchconclusions, and ten years latter teachers of mathematics classroom teaching idea oughtto be, that a few strategies to promote the development of mathematics classroomteaching idea will be got. Strategies from the concept of teachers of mathematicsclassroom teaching is given respectively, in five dimensions, from the curriculum,teachers should become researchers in education teaching, achieve life-long learning,optimizing continuously in the practice of cultivating themselves; From the view ofteachers and students in math class respect students’ thoughts, people-oriented, payattention to the development of the students, the students dare to put forward thequestion to teacher’s idea, innovation of mathematics thinking method and so on.