Research On Teaching Reflection Of Junior Math Teachers In Rural Areas

With the popularization of compulsory education in our country, the improving of education quality becomes the new problems, which needs to solve, and the improving of education quality depends on the quality of the teacher. Our country is an agricultural country, and the quantity of the math teacher is large in the rural junior middle school, but the overall quality is low. Teaching reflection is an effective method, To improve the rural junior middle school mathematics teachers’ quality, F county is a typical agricultural county of Henan province, which is a big agricultural province. so, it is significant to study the rural junior middle school mathematics teachers’ teaching reflection in the F county.By the combing of the theory which is related with the reflection and teaching reflection, as well as combing with the existing study of the math teacher in the junior middle school, we find that the framework of the math teacher in the rural junior middle school, consists of the contents the ways and the developmental stage of the teaching reflection. We design the questionnaire and interview outline according to the status quo, and analyse the present situation of the math teacher in the rural junior middle school of F county by the ways of cognition, willingness, action, influencing factor and supporting ways of the teaching reflection, find F county rural junior middle school mathematics teachers’ teaching reflection ability of teaching reflection problem of poor overall is low and the condition of teaching reflection. The countermeasure to solve the problem includes many sides, in terms of the government, it should organize the teachers’ school exchange between the math teacher and national training and provide financial support;In terms of schools, formulating the rules teaching reflection, providing the material and the corresponding space of teaching reflection are the things that the school should do; certainly, the teachers themselves should improve the consciousness of teaching reflection, and cultivate the habit of diary keeping. They also should usually communicate with their colleagues about the teaching reflection...