Research On The Status And Support System Of The Professional Growth Of Mathematics Teachers In Rural Primary And Middle Schools In Ethnic Regions

In order to promote social development,unity and common prosperity in ethnic minority areas,respond to the national poverty alleviation implementation plan,vigorously developing basic education in ethnic minority rural areas,and strengthening the construction of teachers in ethnic minority rural areas,and improving the professional quality of teachers in ethnic minority rural areas is imperative.Over the years,the overall level of the national rural basic education in China is constantly improving,but with a core of mathematical science education development level is relatively low,resulting in mathematics as the core problem of science education is weak in ethnic rural areas is more serious,one of the important reasons as the core of mathematics science teachers is relatively weak.Therefore,the professional growth of mathematics teachers in rural primary and secondary schools in ethnic areas has become more prominent and important,and the establishment of a scientific and reasonable professional growth support system for mathematics teachers plays a positive role in promoting the quality of basic education and the sustainable development of mathematics teachers in ethnic rural areas.Based on this,this study puts forward the current situation of the professional growth of mathematics teachers in rural primary and secondary schools in ethnic minority areas,what are the influencing factors and how to construct the support system.This research mainly uses documentary method,questionnaire method,interview method,classroom observation and other research methods,in order to regard rural middle and primary school mathematics teachers as the research object in places like "Xinjiang aksu","Xinjiang turpan" and "Gannan Tibetan autonomous prefecture" and "guyuan in Ningxia",from the four dimensions like teachers' professional concept and teacher's moral cultivation,professional knowledge,professional ability,professional cordiality analyzing about the present situation of teacher's professional development,the existing problems in the teachers in the process of professional development and the influence factors,and through exploring dominant role of government department,administrative department of education,Normal Colleges and teacher training institutions and schools in the rural primary and secondary school mathematics teachers' professional development in minority regions playing,trying to construct the rural primary and secondary school mathematics teacher professional development support system in minority regions,so as to more effectively promotetheir professional development.The survey found that the primary and secondary school mathematics teachers' professional development in the countryside and better overall level,which in terms of professional concept and teacher's moral cultivation,the primary and secondary school mathematics teachers in the countryside had a clear and correct view of education teaching view and good student view,but lack of professional understanding and understanding of their own,low professional identity,and professional study consciousness is stronger,but professional learning execution is low;In terms of professional knowledge,the mathematics content knowledge and education theory has been held,but the history and culture of mathematics knowledge,mathematics teaching knowledge,mathematics curriculum knowledge such as mathematics curriculum standard knowledge,mathematics curriculum resources development and the development of school-based curriculum knowledge is lacking;In terms of professional ability,the evaluation of reflection ability,mathematical language ability,mathematics teaching textbook analysis,teaching implementation ability achieves the high level,but the application ability of information technology and mathematics curriculum resources development and application ability,mathematics curriculum standard interpretation ability and education scientific research ability is relatively weak;In terms of professional cordiality,mathematics teachers in rural primary and secondary schools in ethnic areas have a strong sense of professional development and growth planning,but a weak executive force,and teachers have a high sense of cultural identity,a high sense of professional happiness,but a high sense of job burnout,and a lack of self-growth awareness.Of this study was to explore the influence factors of rural primary and secondary school mathematics teachers' professional development in minority regions has both internal factors and external factors,including internal factors are teachers' consciousness of self-reflection and evaluation,personal growth,professional identity,cultural identity and the professionalism of teachers themselves,the external factors are teachers' management and assessment mechanism,school culture environment,language environment,social public opinion atmosphere,education,money or resources,the implementation of mathematics curriculum standard and teaching material degree,professional training,teacher configuration,etc.According to the results of the survey,this study will build the support system framework of the primary and secondary school mathematics teachers' professionaldevelopment in the countryside,such as "supported by the government and the administrative department of education as policy support,supported by primary and secondary schools as practice environment support,supported by Normal Universities and teacher training institutions as Human Resource support",the support of the government and the administrative department for education,Normal Colleges and teacher training institutions,small and medium-sized school are mutual coordination of social system,in order to promote rural primary and middle school mathematics teacher's professional development in minority regions through professional and humanistic care,and other resources and protection.Overall,the support system of rural primary and secondary school mathematics teachers' professional development in minority regions includs "one center","two lays",and "five main parts",namely the rural primary and secondary school mathematics teachers' professional development in minority regions as the center,including the internal support and external support,the government department,administrative department of education,Normal Colleges and teacher training institutions and schools as the five external support main bodies to construct the support system.Problem of this study comes from practice,hoping that the research conclusion can cause the relation and attention between the government department and education department about rural primary and secondary school mathematics teachers' professional development in ethnic areas,with the help of the government's power to improve the teachers' professional development support system,and promote the various ethnic minority areas,benefit more ethnic areas of mathematics teachers,speed up the promotion of rural primary and middle school mathematics teacher's professional development in minority regions.