The Case Study On Teaching Ability Of Non-normal Major And Primary Mathematics Novice Teacher

Teaching ability is the core part of teacher' ability structure,a basic professional ability of teachers and a key factor in determining the quality of teaching.With the increasing of teachers' selection more and more non-normal professionals have joined the teacher's team,such teachers do not receive professional teacher education as normal school students do.As novice teachers,they lack educational internship experience.Their teaching ability will inevitably have shortcomings,which will also inevitably affect the improvement of teaching quality.Therefore,the teaching ability of non-major and novice teachers should arouse our extensive attentionThis research takes Y school accounting computerization primary mathematics novice C teacher as the research object,and based on previous research results to construct the analysis framework of this research's teaching ability,including teaching design,teaching implementation,teaching evaluation and teaching reflection four analysis dimensions,each dimension is divided into different analysis project.This study uses case interview,observation,and text analysis.Through the case teachers' 30 lessons' classroom observation recordings,text transformation of the recordings and post-class interviews and corresponding teaching design to study and analyze non-normal and novice primary mathematics case teacher's present situation of teaching ability and existing problems.The research and analysis found that non-normal and novice primary mathematics case teacher's current problems of the teaching ability are specifically reflected in the following aspects,the teaching design dimensions: insufficient analysis of students' circumstances,decision of instructional objectives is not clear,teaching emphasis and difficulty is not inaccurate and the design of the teaching process is not perfect;teaching implementation dimensions: inappropriate creation of teaching situations,improper using of teaching strategies,inadequate presentation of student error-prone knowledge points,inadequate adjustments of presupposition and generation,the management of students' classroom behavior is not in place,teacher-student interaction is not strong and inadequate processing experience in classroom teaching,etc.;teaching evaluation dimensions: work's design and evaluation is lack of effectiveness and the form of classroom real-time evaluation is single;teaching reconsideration dimensions: teaching reflective consciousness is eroded,teaching reflection is form and the content of teaching reflection is not profound.Based on the analysis results,the author finds out the factors that affect teaching ability from both the teachers themselves and the school,puts forward corresponding suggestions.Teachers themselves: strengthen the learning of Pedagogical Content Knowledge(PCK),implement a variety of management methods,attach importance to teaching reflection after school;School: guarantee the diversity of induction training forms and content targeted,create a good working environment,and further improve the mentoring system and reduce the class hours of new teachers.