Research On Primary School Mathematics Teachers' Core Instructional Capability

Teacher plays an important role in education.Teachers' instructional capability directly affects the efficiency and quality of the educational activities.The teacher's core instructional capability is the core capability that teachers can accomplish in the process of teaching activities.It is the most basic and essential ability for teachers to successfully achieve teaching objectives and has an important influence on other teaching capabilities.The teacher's core instructional capability plays a key role in teaching activities.At the same time,education in primary school is the basis for the lifelong education for the development of people.And mathematics disciplines play an important role in the development of children's intelligence.Therefore,this study focuses on the specific science section and discusses the core instructional capabilities that primary school mathematics teachers should possess.This paper focuses on the structural elements of the primary school mathematics teacher's core instructional capability,and the mechanism of the structural model of primary school mathematics teacher's core instructional capability in primary school mathematics teaching.Spearman's theory of two-factors of intelligence and Gardner's theory of multiple intelligences are the theoretical basis of the capability structure.Herbart's formal stage theory and effective teaching theory are the theoretical basis of the teaching process.According to those theories,a preset is constructed that is on the structural dimension of the primary core instructional capability of elementary school mathematics teachers.Through the division and analysis of the dimensions of primary mathematics core literacy,and the study of mathematics teachers' instructional capability,the presupposition of the primary core mathematics teacher's core instructional capability structure is obtained.Based on the presupposition of the general capability structure and the academic capability structure,the preliminary assumptions of the structural elements of the primary instructional capability of primary mathematics teachers are proposed.Through Delphi's three rounds of expert survey and analysis,basic assumptions were verified and revised,and a structural model of the primary school mathematics teacher's core instructional capability was derived and constructed.Among them,the first dimension is the primary core instructional capability and core subject instructional capability of elementary school mathematics teachers.The secondary dimensions under the general core teaching abilities are instructional design capability,communicational capability,and instructional research capability.Each secondary dimension has four dimensions of third level.Instructional design capability include the capability of understanding and compiling teaching objectives,familiarity and organization with teaching content,choice and implementation of teaching strategies,flexible design and evaluation of teaching activities.The communicational capability include the capability of understanding and evaluating students,expressing and demonstrateing,and the ability to question and communicate with students.Instructional research capability include the sensitivity to discover teaching problems,reflecting on the teaching process,researching problems,and innovating in teaching activities.The secondary dimensions under the discipline's core instructional capabilities are mathematics inquiry capability,mathematics expression capability,and mathematics practice capability.Each secondary dimension has three dimensions of third level.Mathematics inquiry capability includes the capability to pursue truth,criticize doubt,and repeat arguments.mathematics expression capability include the capability to use mathematical specification to teach,to guide students' abilities of reasoning and calculation,and to deal with the relationship between numbers and shapes.Mathematical practical capability includes the capability to discover and practice mathematics in daily life,to extend mathematics for practicing,and to discover the beauty of mathematics.The core instructional capability of elementary school mathematics teachers is indispensable to the core,and it can promote the professional development of teachers,which has the direction and unity of the general core instructional capability and subject core instructional capability.From the perspective of the characteristics of the general core competence dimension,instructional design capability corresponds to the teaching process,with consistency characteristic between teaching objectives and process,communicational capability focuses on the teacher-student relationship,with interactive characteristic between teacher and student,and instructional research capability has the spiraling characteristic to the professional development of teachers.As to the perspective of the characteristics of the discipline's core instructional capability,mathematics inquiry capability plays a leading role with mathematical humanistic spirit,mathematical expression capability has exemplary in mathematics knowledge and method instruction,and mathematics practice capability focuses on the link between real life and mathematics.In the view of the function mechanism of primary school mathematics teachers' core instructional capability,this paper constructs and dissects the dynamic model of primary school mathematics teacher's core instructional capability in actual teaching,and selects the typical case of primary mathematics classroom teaching to analyze the role of dynamic model.As to the cultivation of primary school mathematics teachers' core instructional capability,colleges and universities of pre-service teachers should build a curriculum system focusing on practical courses.In-service teachers should pay more attention to the combination of daily teaching experience accumulation and continuing education to promote teacher professional development.