An Empirical Study On The Teaching Competency Of Primary School Mathematics Teachers

In recent years,teacher competence has become a hot topic in educational research,but the research results of primary school mathematics teachers' competence are rarely seen.This study uses literature,survey and statistical methods to study the teaching competence of 5,278 elementary school mathematics teachers in 11 districts and cities in Jiangxi Province and 80 counties(districts).By analyzing the survey data,the following conclusions are drawn:(1)The teaching competency of primary mathematics teachers is generally at the upper-middle level.The average teaching competence of primary school mathematics teachers in Jiangxi Province is 4.57 points,which is at the upper-middle level.From the perspective of the primary indicators,the teaching ability and professional character scores are relatively high,while the personal traits,especially the knowledge literacy scores are low.From the perspective of secondary indicators,education knowledge,general knowledge,career pursuit,and self-characteristic scores are lower,all below 4 points.In the third-level indicators,the scores of adaptability and equality are lower,especially the educational theory knowledge,natural science knowledge,teacher-student interaction,teaching autonomy,career planning,self-regulation,mental state,and physical status scores are less than 3points..(2)There are differences in the teaching competency of different primary mathematics teachers.From the perspective of the region,the scores of the total scores of the teaching mathematics teachers of the primary schools in Jiangxi Province are from high to low: Pingxiang City,Jingdezhen City,Yichun City,Zhangzhou City,Ji'an City,Shangrao City,Fuzhou City.Yingtan City,Nanchang,Xinyu City,Jiujiang City.From the perspective of the nature of the teaching school,the elementary school mathematics teachers in urban schools are higher than the rural schools in the scores of teaching competency and knowledge literacy,teaching ability,professional character,and personal traits.Primary school mathematics teachers of different nature(city,township)schools have significant differences in knowledge literacy.Primary school mathematics teachers in urban schools have higher scores in terms of competency scores,knowledge literacy,teaching ability,professional character,and personal traits than rural schools.From the perspective of gender,primary school mathematics teachers of different genders have significant differences in teaching competency scores and knowledge literacy,professional character,and individual traits mean scores,and the average male primary school mathematics teachers are larger than female primary mathematics teachers.From the perspective of teachers' age,the fourth-age group(51<a?60)primary mathematics teachers have the highest total score of teaching competence,and the primary mathematics teachers ofdifferent age groups have the total scores of competency,knowledge,teaching ability and occupation.There are significant differences in the scores of character,personal traits,educational knowledge,subject knowledge,general knowledge,teaching design,teaching implementation,teaching exploration,professional attitude,professional emotion,professional pursuit,and interpersonal characteristics.From the teacher's teaching age,the primary school mathematics teachers in the fourth group(30<b?40)have the highest scores in the teaching competency.From the perspective of teacher preparation,the primary school mathematics teachers who have been compiled have higher scores in teaching competency and first-level indicators than the un-formed primary mathematics teachers,and have obtained primary mathematics teachers and have not obtained The primary mathematics compiled has significant differences in the scores of the teaching competency and the scores of the primary indicators.From the perspective of the class,there is a significant difference in the level of knowledge literacy of primary mathematics teachers in different weekly classes.The primary mathematics teachers with a weekly class of 11-15 sessions have the highest scores in teaching competency,teaching ability,and professional character.From the recognition of the situation,primary school mathematics teachers who have received provincial recognition have the highest scores in teaching competence.(3)A variety of factors affect the teaching competence of primary mathematics teachers.The survey found that the factors affecting the teaching competence of primary mathematics teachers are: teaching and research organizations and teaching and research activities,teacher training,literature reading,teaching observation and consultation,teaching research and results publishing,teaching pressure.In view of the status quo and existing problems of primary school mathematics teachers' teaching competence in Jiangxi Province,the following countermeasures and suggestions are proposed: strengthening the construction of teaching and research organizations;improving the teacher training system;enhancing teachers' teaching observation;increasing teachers' reading;improving teachers' scientific research level;Improve;pay attention to teacher gender differences;reduce teachers' teaching pressure;improve teachers' treatment level.