Research On The Teaching Ability Of Novice Mathematics Teachers In Senior Middle School

With the deepening of the new curriculum reform and the development of teacher's specialization,people from all walks of life pay more and more attention to the teaching ability of teachers.Novice teachers are the initial stage of teacher professional development,and their teaching abilities are much different from those of expert teachers.Since the professional development of teachers is a continuous and dynamic process,having a full understanding of the teaching ability of novice teachers can promote the professional development of teachers.Mathematics is a key subject in high school curriculum,and education administrators and parents pay special attention to the teaching ability of mathematics teachers.Therefore,in this article,quantitative research method and interview method are used to analyze and explore the current situation of the new type of high school mathematics teacher's teaching ability,which can help novice teachers quickly adapt to requirements of education and improve their teaching ability and their professional level.At the same time,it also offers a pre-service and post-career training direction to high school mathematics teachers.Firstly,the teaching ability model of novice high school mathematics teachers should be constructed.This paper built a structure model by adopting the method of literature research to collect,sort out and analyze the related literature at home and abroad.Meanwhile,the teaching design ability,teaching ability,teaching monitoring ability and the ability of teaching reflection are set as the first grade index of the teaching ability model of novice high school mathematics teachers.The ability of teaching material analysis,learning situation analysis,teaching goal designs,teaching process design,creating situation,stimulating motivation,organizing and monitoring teaching activities,teaching evaluation,emergency handling,student feedback analysis,self reflection and teaching reconstruction are set as secondary indexes.Secondly,the questionnaire on teaching ability of novice high school mathematics teachers is compiled and revised.According to the constructed teaching ability model of novice high school mathematics teachers,the questionnaire is prepared.The mathematics teachers from key senior middleschools in poverty counties who have three years' working experience or less serve as investigation object.The questionnaire covers four poverty-stricken counties in four cities of Henan,the iterative modification and perfection of which is based on the methods of data analysis and expert discussion.Eventually,it turns into a good reliability and validity of measurement tools.Furthermore,the current situation of novice high school mathematics teachers' teaching ability is analyzed.In order to make the sample size of the current situation analysis more adequate,the novice math teachers of 6 key senior middle schools in poverty-stricken counties in Henan province are selected again for the survey.The data from the two surveys are used for the current situation analysis.The survey covers 10 poverty-stricken counties in 7 cities in Henan province as a whole.In addition,8 novice high school math teachers in 4 poverty-stricken counties are interviewed.According to the data processing results and interview contents,this paper analyzes the general current situation of their teaching ability and the different characteristics of their teaching ability under different individual factors.The results show that novice senior middle school mathematics teachers have poor performance in teaching design,teaching implementation and teaching monitoring.Gender and parents teaching situation have little to do with the teaching ability of new type senior middle school mathematics teachers.However,teaching age,the type of high school,the first record of formal schooling,the highest degree,the condition of participating in professional training and teaching skills competition,the training modes of "old with the new" in different degree result in differences between novice senior middle school mathematics teacher's teaching ability.Finally,this paper puts forward a strategy to improve the teaching ability of novice senior middle school mathematics teachers.Based on the above research,Combined with the characteristics of mathematics in senior high school,this paper puts forward strategies for improving the teaching ability of novice high school mathematics teachers from two aspects: Teachers' own ability and teaching practice ability.(1)teachers should strengthen their knowledge reserve of education and teaching,correct their professional attitude,strengthen their pre-job and post-job training,and establish and improve the relevant evaluation system;(2)Strengthen the teaching practice,take the students as the main body,implement the seven links of "preparation,lecture,correction,guidance,correction,pass a test,self-examination ",carry out the "4 bring into " of teaching,improve the quality of students,and improve the teaching ability of novice senior middle school mathematics teachers.