Investigation And Research On The Teaching Design Ability Of Mathematics Teachers In Rural High Schools

In the context of the rural revitalization strategy,the professional development of rural teachers has received more and more attention.As the core of teacher’s professional ability and the important foundation of teacher’s professional development,teaching design ability plays an irreplaceable role in teaching.The deep implementation of the concept of the new curriculum standards for high school mathematics puts forward higher requirements for teachers’ teaching design ability.This study uses literature research method,questionnaire survey method and statistical analysis method to establish the structure system of the teaching design ability of high school mathematics teachers,analyze the current situation and its influencing factors of the teaching design ability of rural high school mathematics teachers,and propose suggestions for the development of teaching design ability of mathematics teachers in rural high schools.The main contents are as follows.Firstly,based on professional competence standards and combined with the suggestions of mathematics education experts,the structure of high school mathematics teachers’ teaching design ability is built,including the three first-level dimensions of "attitude,awareness and concepts","knowledge ","teaching design skills" and multilevel sub-dimensions.According to the structure of the teaching design ability of high school mathematics teachers,the "Questionnaire on the Teaching Design Ability of Rural High School Mathematics Teachers" is designed.Secondly,the current situation of rural high school mathematics teachers’ teaching design ability is studied by taking 585 rural high school mathematics teachers in A Province as the survey object.The results show that the overall level of teaching design ability of rural high school mathematics teachers is medium,and the ability levels of the five main dimensions from high to bottom are "attitude,awareness and concepts","knowledge","teaching analysis skills","activity creation skills","evaluation and research skills".The factors that have significant effects on the teaching design ability of mathematics teachers in rural high school are the teacher’s gender,teaching age,major,educational background,professional title,teaching workload,teaching resources and equipment of the school,frequency of autonomous learning,participation in teaching and research activities,and opportunities for learning outside.Thirdly,based on the analysis results of the current situation of the teaching design ability of rural high school mathematics teachers,some development suggestions are put forward from the three levels of the country and the society,the teaching school,the teacher: improving the treatment of rural teachers,optimizing the allocation of teacher resources;strengthening the mathematics teacher education,improving the social status of teachers;reasonably distributing teaching tasks,strengthening the evaluation management;creating a teaching and research atmosphere,improving the teaching resources and equipment;organizing school-based research and training activities;establishing the awareness of lifelong learning,forming the habit of autonomous learning;combining practice and reflection,building a virtuous circle system.