Comparative Study On Teaching Cognition And Belief Of Mathematics Teachers

The teaching activities of teachers directly affect students' learning activities.Educational research should not only pay attention to the behavior of teachers,but also pay attention to many internal and external factors that affect teachers' behavior.Teaching belief is one of the important contents.Faith and behavior are closely related,and research beliefs can better analyze the behavior of teachers and more effectively hold the real motivation of teacher actions.This paper takes pre-service teachers and in-service teachers in middle school as the research object,investigates and studies the beliefs of mathematics teachers' teaching and understanding,understands the differences of teaching beliefs and beliefs of mathematics teachers in different groups,and explores the development law of mathematics teachers' teaching beliefs.This study firstly combs relevant research at home and abroad in theory.In the empirical research,Professor Yu Ping's mathematics teacher teaching belief evaluation scale is used to distribute questionnaires to pre-service teachers,junior high school teachers and high school teachers.Recognize the belief tendency.The questionnaire consists of two dimensions: knowledge beliefs and teaching beliefs.Among them,knowledge belief includes four sub-factors: knowledge category,knowledge truth,knowledge value and knowledge structure;teaching belief includes nine sub-factors: teaching essence,teaching purpose,teaching design,teaching operation,teaching evaluation,learning process,Learning ability,student role and student differences.Through the survey of 42 in-service mathematics teachers and 143 math pre-service teachers,mathematics teachers' teaching cognition beliefs tend to be progressive,in the category of mathematics knowledge,the truth of mathematics knowledge,the value of mathematics knowledge and the mathematical structure.In terms of sexual cognition,the main tendencies are binary absolutism,relative misunderstanding,separate relative absolutism and relativistic relative absolutism;in the understanding of the purpose of mathematics teaching,the main tendency is personal constructivism;The essence of teaching,mathematics teaching design,mathematics teaching operation,mathematics teaching evaluation and student ability are mainly inclined to cognitiveism;in the understanding of mathematics learning process and student differences,mainly tend to social constructivism;In terms of understanding,it mainly tends to information processing constructivism.There is no significant difference in the beliefs of mathematics teachers in different teaching ages,genders,and grades.The tendency of mathematics teachers' teaching beliefs from strong to weak is: modern teaching beliefs-relativistic knowledge beliefs,modern teaching beliefs-objective knowledge beliefs,traditional teaching beliefs-relativistic knowledge beliefs,traditional teaching beliefs-objective knowledge beliefs.