A Study On The Beliefs And Teaching Behaviors Of Mathematics Teachers In Exemplary High School

With the deepening of the curriculum reform and in the process of teaching reform,it is necessary to analyze the formation and development of teachers' beliefs,and then further analyze teachers' behaviors to promote the theoretical construction and practice of teachers' beliefs,so as to improve the effectiveness of teachers' teaching behaviors,accelerate teachers' professional development,and promote education reform.The objects are math teachers from No.1 Middle school of Tongren Guizhou,an exemplary high school in Guizhou province.This article takes a series of research methods such as questionnaire,interview,classroom observations,physical analysis,case studies,and so on.It uses SPSS to collect and process data,aiming to study the following issues: the current situation and interrelationships of teachers' beliefs and teachers' behaviors in exemplary high school;it explores some possible factors that affect teachers' beliefs and teaching behaviors.After investigation and analysis,this article draws the following conclusions aiming at the math teachers from the exemplary high school:(1)The belief of math teachers in the exemplary high school as a whole has a high degree of recognition of Platonism,and the classroom teaching behaviors are generally moderate.In addition,the sense of teachers' effectiveness is much high.(2)The teachers' beliefs and teaching behaviors of math teachers will affect each other to some extent,and the changes in the progress of teachers' beliefs and the rationality of teaching behaviors are about the same.(3)Gender,teaching age,and academic qualifications will not have a significant impact on teachers' beliefs and teaching behaviors,but the professional titles and the title whether key teachers or not have a greater impact on teachers.(4)School' policies,teaching evaluation mechanisms,students' mathematical literacy and feedback are factors that have a greater impact on teachers' beliefs and teaching behaviors.After this study,this article puts forward the following suggestions for teachers and schools.For teachers:(1)Teachers' professional development is a process of continuous exploration,practice and reflection.Teachers should reflect on the deeper beliefs hidden behind teaching practice.(2)Teachers should take the initiative to receive training and have a sense of lifelong learning.(3)Teachers should strengthen their professional development and not rely on experience to engage in education.For schools:(1)The evaluation mechanism should be improved to achieve diversity in evaluation.(2)Campus culture should be strengthened to improve teachers' sense of belonging.(3)A more open teaching environment should be provided so that teachers can try more advanced teaching methods and teaching management.(4)Schools should provide trainings which are more suitable for teachers' development and practicality.The above conclusions and suggestions have enriched the research on teachers' beliefs and teaching behaviors in the context of curriculum reform to a certain extent,and have provided certain theoretical support and inspiration for the depth and effectiveness of teacher development and curriculum reform.