A Case Study Of The Mathematics Teachers'beliefs In The Chinese And Korean Middle School

Under the background of the new curriculum reform,with the renewal of teaching ideas and the change of teacher's role,a series of problems ensued.As we go deep into teaching,we can see that many teachers are different about doing and talking.So,in the implementation of the new curriculum reform in junior middle school mathematics teachers'mathematical beliefs hold what kind of,what is the reason for the mathematics teachers' beliefs,these are worthy of consideration and research problems.The formation of belief is influenced by social,environmental and cultural factors,in our country's multicultural background,national education as a part of education,what are the unique beliefs of mathematics teachers in the background?Cross national research on Mathematics Teachers' beliefs post on mathematics education based on the importance of using qualitative research methods,with two mathematics teachers in grade C eight Yanji city middle school,a Korean Han middle school group and H as the main research object,through two ways of class teaching behavior of teachers teacher interview and in class observation,mining the beliefs and practices of two teachers claimed faith,and through horizontal and vertical comparison of two mathematics teachers' beliefs situation,find the impact of the two Korean Chinese teachers' beliefs and practices of the common belief that the difference and reasons,then puts forward suggestions.The conclusions of this study are as follows:(1)There are differences in the mathematical beliefs between the two teachers of the Han Dynasty and the Han dynasty;(2)The mathematical beliefs declared by the two teachers in the Han Dynasty and the Han Dynasty are basically the same;(3)The self reflection of the two teachers of the Han Dynasty and the Han Dynasty is less,which leads to the difference between the declaration of mathematical belief and the practice of mathematical belief;Based on the above conclusions,this study proposes the following recommendations:(1)The mathematics teachers should make teaching reflection and self reflection from time to time;(2)Creating an environment for communication within the community of mathematics teachers;(3)Pay close attention to job burnout in mathematics teacher's work.