Research On School-based Training Of New Mathematics Teachers In Junior Middle School

Junior middle school mathematics new teachers are the new force of the basic education teachers,and they are the necessary reserve army to push forward the basic education reform and implement the liberal education,it is also the inevitable law of teachers' professional development.Therefore,the training of new teachers should be well done so that new teachers will gradually become the backbone of school education,which is related to the orderly renewal of the alternation between the old and the new,the long-term development of school education and the further promotion and development of the quality of personnel training.This paper is based on the investigation of three schools in Hohhot,aiming at finding out the problems and putting forward some suggestions to help the new teachers realize the role change smoothly and promote their growth as soon as possible,it is hoped to contribute to the development of school-based training for junior middle school mathematics teachers in urban areas.Hohhot is an advanced area in Inner Mongolia Education,and the training of new mathematics teachers in junior middle schools is the focus of attention of all schools.Based on this,this study adopts a variety of research methods,such as questionnaire survey,interview and participant observation,to investigate and study three representative middle schools of different levels in Hohhot,to understand the status quo of training,training results and training needs of new teachers,and then put forward targeted suggestions to improve the junior middle school math new teachers school-based training work.The results show that all three schools attach great importance to the training of new teachers,and all have formulated various trainingmeasures to promote the growth of new teachers and achieve better training results.Jinshan school to the classroom as the center,focus on practice,focus on leading teachers;2.The form of combination of pre-job training and post-job training adopted by the second affiliated Middle School,the following assessment after training and the full excavation of training resources are worth using for reference;3.The characteristics of Qixiu middle school lie in the identification of new teachers,the stable relationship between teachers and students,and the grinding of classes.However,there are some problems in the training of junior middle school mathematics teachers in the three schools.Jinshan school training teacher resources development is insufficient,"master-apprentice help" difficult to achieve,the implementation of the training program is insufficient.2.The second high school aims at the mathematics teaching material,the mathematics own knowledge and the Teacher Professional Development Knowledge Training Insufficiency,the teacher ethics teacher style training activity effect is not good and so on.3.Compared with the other two schools,Qixiu middle school uses less training resources outside school,lacks training in mathematics culture and history,and pays less attention to the professional development of new teachers.Based on the analysis of the survey results,the following 5corresponding problem-solving strategies are proposed: 1.In-depth understanding of junior high school mathematics new teacher training needs to improve the training content targeted;2.Inter-school learning from each other in the form of excellent training;3.Make full use of both on-campus and off-campus training resources;4.To promote the professional development of new teachers through research;5.For New Teachers,pre-service training and on-the-job training should be combined.