A Case Study Of Curriculum Execution Of Mathematics Teachers In Primary School

Curriculum reform has been going on for more than 10 years in our country. In 2011, our country issued a new primary school mathematics curriculum standard, which put forward the new request for elementary school mathematics teachers. As skilled math teachers, they have the rich teaching experience and have formed their own teaching styles. But it’s s easy to have a career plateau phase for these skilled teachers. They would be satisfied with the existing skills. So the teachers will be very difficult to continue to improve themselves. But how do the skilled teachers break this prison? The author focuses on the skilled teachers’ curriculum implementation conforms to the requirement of curriculum reform in the perspective of teachers’ curriculum implementation, which is a discard for the teachers’ teaching style and good for their development. The paper will research two skilled teachers’ present situations and differences of curriculum implementation, find the influence factors and put some suggestions.This paper adopts the qualitative research methods, which chooses all mathematics teachers in grade 6 in Yanji city as the research object and tracks two elementary school mathematics teachers M1 and M2 in specific situation. Through the classroom observation、interviews of teachers and students and textual analysis of the collected data, the author research and compare the elementary school mathematics teacher’s present situation of their curriculum execution implementation from their curriculum understanding ability, teaching design ability and class implementation ability. And the paper will research and the find the reasons of differences between two skilled mathematics teachers and put forward some suggestions.From the study, the following results can be got:In the aspect of teachers’ curriculum understanding ability:In the actual class, the teacher M2 use the understanding of the curriculum concept less. The teacher M2 sometimes ignore and doesn’t explain the questions which the students discovered and put forwardIn the aspect of teachers’ teaching design ability:The teachers M2’s cognition of integration of information technology and the elementary mathematics teaching only stays in the use of multimedia instruction. The teacher M2 is satisfied with their rich teaching experience and doesn’t analyze the students’ learning degree enough. In the teaching design of teacher M2, the teaching target is too vague and the design of problem solving and emotional attitude is not enough. In the process of teaching design of the teacher M2, the design of mathematical activities is not enough.In the teachers’ class implementation ability:In the classroom, the teacher M2 use inspiring language less and take less emphasis on teaching body language.For the classroom questioning, the teacher M2 and M1 use distinct frequency and ways for repetitive question. The teacher M2 gives priority to the simple evaluated listening not the brief valuated listening. The teacher M2 pays more attention to teacher-student evaluation and gives students more simple linguistic evaluation on the knowledge and skills.The teacher M2 use traditional teaching mode more, and her teaching organizational form is single. The methods for the classroom management are deficient. The teacher gives more criticism not praise in the class.Though analysis and discussion, the paper finally formed the following conclusions:(1) For curriculum implementation, the teachers know more but do less.(2) The teachers’ curriculum comprehension abilities are partial, which leads to the differences of curriculum execution.(3) The teachers’ teaching design ability are traditional, which leads to the differences between of curriculum execution.(4) The teachers’ class implementation ability are single, which leads to the differences between of curriculum execution.(5) The teachers’ knowledge, belief, reflection, and job burnout will influence the teachers’ curriculum execution.Based on the above conclusions, suggestions are as follows:(1) The teachers should raise the communication awareness of less preparation.(2) The teacher should form new understanding through teaching reflection、improve the teaching designs and implement them.(3) The teachers should pay more attention to analyzing students and designing mathematical teaching activities when they write teaching plans.(4) The teachers should try to give initiative to the students, be good at listening to the sound of students and praising students in the class.(5) The teachers should improve their curriculum execution through rich the mathematics knowledge and teaching knowledge.(6) The teachers should envisage their job burnout and establish the reasonable professional expectations.