Investigation On The Present Situation Of Teaching Value Orientation Of Senior Middle School Mathematics Teachers

Teaching value orientation is the core value in teaching activities and the basic value orientation held by teachers when dealing with various teaching affairs.The research on teachers' teaching value orientation can not only guide teachers to set up correct value concepts,reflect on and improve classroom teaching actions,but also provide reference and basis for teachers' professional development and curriculum teaching reform.However,the current research starts from the perspective of teachers and ignores the students as the subject of teaching activities.This paper proposes to explore the characteristics and differences of the teaching value orientation of high school mathematics teachers at the level of concept and action through literature research,questionnaire survey,interview and case analysis,and to analyze the reasons for the differences between the two levels.First of all,through literature research,the author decided to learn from the research framework of teaching value orientation of scholar Zhao Dongchen.Questionnaires were prepared from six dimensions of ethics,technology,students,teachers,process and results to reveal the current situation.Secondly,a questionnaire survey was conducted on teachers and students respectively,and the following four conclusions were drawn after data processing and analysis:(1)The overall level of teaching value orientation at the conceptual level is very high.The main manifestation is the high degree of recognition to the outcome orientation and the teacher orientation.The overall level of teaching value orientation in action level is low.It is mainly manifested in the poor implementation of process orientation and student orientation.(3)In the dimension of process orientation,the difference of teaching value orientation between concept and action is the largest.(4)In the dimension of process orientation,there are significant differences in classroom teaching actions between provincial model high school and other ordinary high school math teachers,and between urban and rural high school math teachers.Thirdly,through interviews with teachers,this paper comprehensively analyzes the reasons for the differences between the two levels of ideas and actions.At the same time,in order to effectively compensate for the limitations of students' perspective,the author made in-depth observation in the classroom,and combined with classroom teaching cases,constructed the characteristics of teachers' classroom teaching actions in the dimension of process and outcome orientation,Including(1)pay attention to the deep integration of information technology and mathematics teaching;Finally,based on the above research,the following suggestions are put forward for the classroom teaching and professional development of mathematics teachers.(2)Pay attention to the continuous improvement of classroom evaluation theories and methods;(3)pay attention to the creation of mathematics teaching situation;(4)Reasonably improve the mode of group cooperation;(5)Appropriate integration of hierarchical teaching elements.