A Study Of Elementary Mathematics Teacher's Teaching Implementation Ability

The new curriculum reform clearly proposes the overall goal of the compulsory education mathematics curriculum for the new elementary school mathematics teachers: through mathematics-learning of compulsory education,students can acquire important mathematical knowledge,basic mathematics thinking methods and necessary applied skills,which are necessary to adapt to the future social life and further development;preliminary learning to observe and analyze the realistic society and solve problems in daily life and other subjects by mathematical thinking mode,to enhance the awareness of applied mathematics;experience the close relationship among mathematics,nature and human society to understand the value of mathematics and enhance the understanding of mathematics and confidence in well-learning mathematics;have a preliminary spirit of innovation and practical ability to meet the requirements of being fully developed in emotional attitude and general ability.The teaching implementation ability plays a crucial role in whether to meet the requirements of elementary school mathematics teaching.The thesis is centered on the teaching implementation ability referring to teachers' ability to implement teaching programs in class,solve specific teaching problems to achieve teaching goals.It covers the ability of class organization and management,language expression,teaching monitoring,selection and application of teaching media,teaching ability based on their aptitude,teaching wit,and the blackboard-writing design and use.So,what is the teaching implementation ability of elementary school mathematics teachers like,especially new teachers of elementary school mathematics? What are the similarities and differences between the new elementary school mathematics teachers and expert teachers in teaching implementation ability? What are the reasons for the many problems in new elementary school mathematics teachers' teaching implementation? What can new teachers do to learn from each other and continually grow? This thesis focuses on the teaching implementation ability of new elementary mathematics teacher to analyze.In the meantime,in order to make the research more targeted with more in-depth,we select a comparative analysis of the teaching implementation ability of elementary school mathematics expert teachers to provide a frame of reference.This thesis finds that new elementary school mathematics teachers are relatively lacking in class-organization and management skills with inadequate language expression in mathematics teaching and inadequate teaching monitoring abilities,and that they use relatively traditional teaching media and single teaching methods based on aptitude,and they have insufficient experience,innovation awareness,insufficient design and application of blackboard-writing,through questionnaires,interviews,classroom observation and other methods on the in-depth study of seven aspects of the teaching implementation ability of new elementary mathematics teachers.The reasons for these problems and predicaments lie in the fact that new elementary school mathematics teachers lack clarity and practicality,have little-effective school induction training with weak initiative in their self-development;in order to improve the teaching implementation ability of new elementary school mathematics teachers and better serve elementary school mathematics teachers and a broader scope of new elementary school mathematics teachers,this thesis puts forwards three strategies,namely strengthening teachers' awareness of self-development,optimizing school induction training for teachers and optimizing the training mode of normal college students and so on.