Investigation And Research On The Present Situation Of Teaching And Research Ability Of High School Mathematics Teachers In Ethnic Regions

Teaching research is the source of motivation to reveal the laws of education,promote student development,and improve teachers' work ability,and is the only way for teachers to grow professionally.In the context of the new curriculum,the role of teachers is no longer the teacher of knowledge,but also researcher of teaching and reflector of practice.In teaching practice,teachers should study teaching methods,learning methods,examination methods,and strive for improve teaching and professional ability through teaching and research.The new curriculum reform puts high demands on teachers' teaching and research capabilities.However,due to the special environment and culture,high school mathematics teachers in ethnic regions have difficulties in improving their teaching and research capabilities.The current situation of high school mathematics teachers' teaching and research capabilities in ethnic regions and its influencing factors are studied.It is of great significance to promote the development of mathematics education in ethnic areas and promote the professional growth of mathematics teachers.The purpose of this study is to understand the current status of teaching and research capabilities of high school mathematics teachers in ethnic regions,analyze the influencing factors of teaching and research capabilities of high school mathematics teachers in ethnic regions,and to propose strategies to improve the teaching and research capabilities of high school mathematics teachers in ethnic regions.This article uses the literature method,questionnaire survey method and interview method as the main research methods to investigate the current situation of the teaching and research ability of some high school mathematics teachers in the four regions of Linxia Hui Autonomous Prefecture and Gannan Tibetan Autonomous Prefecture in Gansu Province,Guyuan City and Wuzhong City in Ningxia Hui Autonomous Region.First of all,on the basis of sorting out a large number of documents,the author divides the teaching and research ability of teachers into the ability to find teaching problems,the ability to collect and organize data,the ability to design research programs,the ability to implement research programs,the ability to write research results,the ability to apply research results,and combined the steps and characteristics of teachers' teachingresearch compile the questionnaire of this research.After the field survey,the data obtained by the questionnaire are analyzed by SPSS to analyze the dimensions and variables,and the current status of mathematics teaching and research ability of high school teachers in ethnic regions is obtained.Secondly,through a survey of teachers' awareness of teaching and research,the current status of teaching and research training,and interviews with teachers and leaders of some schools,the factors affecting the teaching and research ability of high school mathematics teachers in ethnic regions were analyzed,and correspondingly put forward strategies to enhance the teaching and research ability of high school mathematics teachers in ethnic areas.Through statistical analysis,the following conclusions are drawn:(1)Generally speaking,the teaching and research capabilities of high school mathematics teachers in ethnic regions are generally low.Specific to each dimension,teachers' ability to find teaching problems is high,the ability to design research programs,the ability to implement research programs and the ability to write research results are average.There is a large problem in the ability to collect and organize data and the ability to apply research results.(2)There are differences in teaching and research ability among senior high school mathematics teachers in ethnic regions with different characteristics.The specific results are as follows:(1)There is no significant difference in teaching and research ability among teachers of different genders,but from the average point of view male teachers have stronger teaching and research abilities than female teachers;(2)There are significant differences in teaching and research ability among teachers of different ethnic groups.The teaching and research ability of Hui teachers is stronger than that of Han teachers,Tibetan teachers and teachers of other ethnic groups.(3)There are significant difference in the teaching and research ability among teachers in different regions.The teaching and research ability of teachers in Guyuan City and Wuzhong City is significantly higher than that of teachers in Linxia Prefecture and Gannan Prefecture.The teaching and research ability of teachers in Linxia Prefecture is higher than that of teachers in Gannan Prefecture,while that of teachers in Wuzhong City is slightly higher than that of teachers in Guyuan City;(4)There are significant difference in teaching and research ability among teachers of different teaching ages,the teaching and research ability of teachers with more than 30 years of teaching age is stronger than that of teachers of other teaching ages;(5)There is no significant difference in teaching and research ability among teachers with different educational backgrounds,but from the point of average score,the teaching and research ability of teachers with postgraduate education is stronger than that of teachers with undergraduate education or junior college education;(6)There is no significant difference in teaching and research ability among teachers with different professional titles,but the teaching and research ability of teachers with senior professional titles is stronger than that of teachers with other professional titles.Based on the interview content,this study concludes that the main factors affecting the teaching and research ability of high school mathematics teachers in ethnic regions include: from the perspective of teachers,teachers' personal awareness of teaching and research is relatively weak,teachers' teaching and research value orientation is deviated,and teachers' teaching and research accomplishment is lack;from the perspective of school,the teaching and research environment of high schools in ethnic regions is not perfect,the management mode of school teaching and research is rigid,and the school lacks evaluation and incentive mechanism for teachers' teaching and research;from the social perspective,the government's management of the use of teaching and research funds in high schools in ethnic regions is not in place,and relevant departments lack professional teaching and research training for high school mathematics teachers in ethnic regions.Finally,the author puts forward strategies to improve the teaching and research ability of high school mathematics teachers in ethnic regions,including:teachers should establish correct teaching and research concept,teachers should make full use of teaching and research resources in teaching practice,teachers should pay attention to the accumulation of their own teaching and research quality,etc;schools should optimize the teaching and research environment,establish teaching and research team,improve the teaching and research management system;the government should regulate the use system of teaching and research funds in high schools in ethnic regions,and relevant departments should strengthen the professional management of teaching and research training.