A Survey Of School-based Training For High School Mathematics Teachers

In the new era,new curriculum reform and other social background,the cultivation of high-quality teachers is an important work to give priority to the development of education in the new era.Strengthening the construction of teachers’ team is to adapt to and meet the requirements of the new curriculum reform,and is also an important measure to promote the rapid and effective implementation of the new curriculum reform.With the development and expansion of school-based training in China,school-based training mode has become an inevitable and priority choice in the process of implementing the construction of teachers.In the process of using school-based training,it is influenced by internal and external factors;the internal cause is teachers’ understanding of school-based training,participation motivation and expectation,and the external factors include the design,construction,management,implementation and funds of school-based training;both of them will have positive or negative effects on the effect of school-based training.In this study,according to the differences in the enthusiasm of a senior high school mathematics teachers participating in school-based training,the contradiction between work and study time and the training pressure and other prominent phenomena,it causes in-depth thinking.What is the current situation of school-based training for high school mathematics teachers? What are the problems? How to solve these problems? In order to solve the above problems,taking three high schools in Qin’an County as an example,48 mathematics teachers in the three high schools are selected as the research objects of the questionnaire survey.The relevant leaders of the three high schools and the teachers of the training evaluation group are the auxiliary interview research objects.The training types,process and training of high school mathematics teachers are investigated and completed Management,school-based training courses,school-based training evaluation,school-based training frequency and school-based training effect.Through the analysis and summary of the survey data,the author concludes that the school-based training of high school mathematics teachers has the following problems:(1)The training goal has the pertinence and the level,but the level is different;(2)The training content pays attention to the teacher teaching skill training,neglects the teacher demand and the training goal;(3)The training form is characterized by its distinctive features and its design is biased towards the training of teaching skills,which tends to neglect the disadvantages of the training form;(4)The responsibility of training management lies with the person involved,but the feedback system of the participants is lacking,and the incentive mechanism is not perfect;(5)The system needs to be improved by the combination of process and result assessment.(6)The training effect is remarkable,the short-term development rate of teachers is fast,and the long-term development rate is slow.Finally,according to the above-mentioned problems,this paper puts forward some suggestions to the school level and the teacher level: The school level includes: a.For different types of training,training objectives are more detailed;b.Training not only takes into account the development of schools,but also the needs of teachers’ own development.c.Combined with the characteristics of training content,flexible selection of various training forms;d.Improve the management system of teacher training and encourage teachers to take part in training actively.e.Improve the training evaluation system,improve the effectiveness of training;f.Paying attention to the career planning of mathematics teachers and promoting their professional growth.The teacher level includes: a.To improve the correct understanding of school-based training;b.Focus on the effectiveness of training content learning,internalization and application,etc.c.Use teacher feedback channels to actively offer advice and suggestions to schools;d.Strengthen your career planning;e.Active participation in campus activities;f.Take the initiative to stimulate their own intrinsic motivation for development.