Research On The Relationship Between Primary School Mathematics Teachers? Beliefs And Teaching Behavior

The primary school stage plays an important role in the growth of talents,and in recent years,the country has paid more attention to rural education.Teacher belief is an important research topic in the related research of teacher professional development.In teaching activities,teachers' beliefs and teaching behaviors can effectively guarantee teachers' teaching,and what kind of teachers' beliefs they hold will directly influence their teaching behaviors.First,the results of reliability and validity of the questionnaire were good.This study used SPSS to analyze the validity of the questionnaires.The structure of the questionnaires can reflect the main sources of teachers' beliefs,teaching behaviors and willingness to teach,it has interpretability and ideal construct validity.The internal consistency coefficient,Cronbach's Alpha,was used to test the reliability of each level of the scale.Secondly,the SEM fit analysis of the effect of Mathematics Teacher's belief on teaching behavior is better.Amos is used to analyze each model,and the basic fitting standard and the whole fitting standard of each model meet the requirements,which shows that each model has a good fitting degree.Thirdly,there are differences in the demographic characteristics of mathematics teachers' beliefs and their dimensions.There are no significant differences in the beliefs of primary school mathematics teachers in rural areas and their dimensions in terms of length of teaching,academic qualifications,professional titles,whether they are class teachers or whether they are graduates of teacher training programs,there was no significant difference in other dimensions.Fourth,the teaching behavior and its various dimensions have the difference in the demography characteristic.There were no significant differences in the overall teaching behavior and its dimensions of primary school mathematics teachers in rural areas in terms of gender and whether they were class teachers or not;There are significant differences in the general teaching behavior and the teaching evaluation behavior,but no significant differences in the teaching course behavior and the teaching evaluation behavior,there were significant differences in other dimensions,and there were no significant differences in other dimensions except for the teaching preparation behavior.Fifth,the SEM effects of mathematics teachers' beliefs on teaching behavior are large,mediumand small.Firstly,in the analysis of direct effect,the direct effect of Teacher's belief on teaching behavior is large;secondly,in the analysis of indirect effect,the indirect effect of Teacher's belief on teaching behavior through teaching intention is small,but the indirect effect on teaching preparation behavior is the medium effect,and the indirect effect on teaching evaluation behavior and teaching course behavior is the big effect,the effect of teacher belief on teaching behavior,teaching evaluation behavior and teaching course behavior is large,but the effect on teaching preparation behavior is medium.