Investigation And Research On The Cognition And Implementation Of Teaching Goals Of High School Mathematics Teachers

The teaching objective occupies an important position in the classroom teaching.It is the starting point of teaching and the result of the teaching.It is the basis of all aspects of teaching activities(including teaching design,practice,evaluation,reflection and so on).Without teaching objectives,the teaching will lose the direction;the goal is not reasonable and unscientific,it is bound to have a bad influence on the classroom teaching,and the teachers' cognition of the teaching objectives will affect the design and implementation of the teaching objectives.This research is based on the background of mathematics curriculum reform,in order to improve the efficiency of classroom teaching and promote the development of students,this paper investigates and analyzes the status quo of high school mathematics teachers'cognition and implementation of teaching objectives,and probes into the design and implementation strategies of teaching objectives.The study mainly adopts the methods of literature,questionnaire,case study and classroom observation.Through the investigation of some mathematics teachers in Nanjing,the study of the teaching objectives and implementation status of teachers'teaching objectives from the four dimensions of the connotation of teaching objectives,the function of teaching objectives,the design of teaching objectives and the implementation of teaching objectives.The investigation and analysis were carried out,and the teaching objectives of teachers were quantitatively analyzed.1.teachers' theoretical identification measure is 70 points,the average score is 66.09.The scores of teachers are mainly between 65 and 70 points,which is the basic identity of the high school mathematics teachers' theory of teaching goals,and most of them are fully identified.2.teachers' self-assessment table is full score of 93 points,the average score is 81.16 points,and the self evaluation score of teachers is mainly between 72-88 points.Therefore,the teachers' evaluation of the connotation,function understanding and design and implementation of the teaching goal is very high.3.the actual teaching goal is designed with a full score of 11 points,with an average of 7.41 points.Only 1.7%of the high school mathematics teachers can meet all the evaluation targets.According to the passing rate of 60%and above,the passing rate is 68.7%,and the actual situation is not as ideal as the teacher's self evaluation.Then,the following conclusions can be obtained through classroom observation,investigation and analysis and design case study:(1)high recognition of teaching goal theory,but difficult to put into practice;(2)the design of teachers' teaching goals is highly self-evaluation,but the actual operation gap is large;(3)teaching practice and presupposition teaching objectives The contact is not close.In view of these three aspects,the following four suggestions are put forward:(1)improving the focus of teaching objectives and playing the role of teaching goals;(2)improving the design ability of teaching objectives and strengthening the standardization of statements;(3)considering the mathematical activities or experiences that can be carried in the design of teaching objectives;(4)implement the teaching objectives.It should be comprehensive so that presupposition and generation can be unified.