A Comparative Study Of The Teaching Ability Of Novice High School Mathematics Teachers Graduated From Normal And Non-Teacher Majors

The teaching ability of teachers affects the achievement of teaching objectives and the smooth progress of teaching activities.At present,the teachers in China are mainly composed of teachers who graduated from normal and non-teaching majors.Then,what are the differences between the teaching abilities of these two types of teachers,and what factors these differences have been caused,and how to improve the teaching ability of the two types of teachers.It's necessary to deeply research these questions,and this is the main problem of this paper.On the basis of reading the literature to understand the current research situation,the author selected two novice teacher of normal specialty and two novice non-teacher professional teachers in Li County M High School in Gansu Province,using case study method,combined with classroom observation method,interview method,questionnaire survey method and comparative research method to compare and analyze the teaching ability.The method compares the teaching ability of the novice high school mathematics teachers who graduated from normal and non-teaching majors in the four dimensions of teaching design ability,teaching implementation ability,teaching evaluation ability and teaching reflection ability.The study found that there is a significant difference in the teaching ability of the novice high school mathematics teachers who graduated from the normal and non-teacher majors;the teaching design ability and teaching implementation ability of the teacher professional teachers are more excellent;the non-teaching professional teachers have stronger teaching evaluation ability;the two types of teachers reflect on the teaching The ability is poor;non-teacher professional teachers grow faster.The author puts forward the reasons for influencing the teaching ability of the two types of teachers from the perspective of different professional learning content,training experience and training purpose before the entry of the novice teacher: the theoretical basis of the teacher professional education is solid;teachers' professional teachers have rich experience in teaching practice;non-teacher professional teachers have solid knowledge of mathematics and extensive knowledge;non-teacher professional teachers' career planning is not clear,and teachers' professional identity needs to be improved.Combining the current situation of the teaching ability of the two types of teachers and the reasons analyzed in this paper,the author puts forward suggestions for improving the teaching ability of the two types of mathematics teachers from the aspects of school training and teacher self-improvement.The school training aspect:strengthening the pre-service training for novice non-teacher professional teachers' targeted;novice non-teacher professional teachers increase the educational practice before entering the job;establish a mechanism to help the growth of novice teachers.Teachers' self-improvement: both types of novice teachers should strengthen the study of pedagogical content knowledge(PCK);novice teachers should pay attention to teaching reflection and improve teaching ability through reflection;novice non-teacher professional teachers should devote themselves to teaching and actively seek a variety of learning pathways.