The Research Of The Relationship Between Teachers' Subject Matter Knowledge And Teaching Efficacy And Pupil Achievement In Primary School Mathematics In Minority Regions

Compulsory education is being reformed along with its development.As an important member of education,teachers' professional quality has been concerned by all walks of life.Teacher's subject knowledge is an important part of teacher's accomplishment.With a large number of researches on the relationship between teacher's subject knowledge and student's achievement,the relationship between teacher's teaching efficacy and student's achievement has also been paid attention to.Education in ethnic minority areas is the short board of education in our country,so the research on teachers' subject knowledge,teaching efficacy,students' achievements and the relationship between them can provide certain guidance and reference for the development of education in ethnic minority areas.This study will focus on junior middle school math teachers in minority areas and explore the relationship between subject knowledge,teaching efficacy and student achievement.The main research issues are as follows :(1)subject knowledge,teaching efficacy and student achievement of junior middle school math teachers in minority areas;(2)the relationship between teachers' subject knowledge,teaching efficacy and students' achievement;Firstly,this study adopts literature analysis method to sort out previous researches on teachers' subject knowledge,teaching efficacy and students' performance,and forms the Teacher Subject Knowledge and Teacher Teaching Efficacy Questionnaire.Students' performance is mainly based on students' final exam results.Then,with some junior middle school mathematics teachers in Qinghai Province,the questionnaire survey method and statistical analysis method are adopted.Descriptive statistics,mean difference test,correlation analysis and HLM analysis methods are used to analyze the questionnaires.According to the analysis results of this study,the following conclusions are reached:1)self-efficacy of junior middle school mathematics teacher's teaching in ethnic minority areas in moderate or above level,the highest average score classroom management ability,the second is the teachers' teaching ability,the ability to help students scored lowest,dimensions and teachers' teaching self-efficacy and self-efficacy scores and teachers' gender,educational background,professional titles,teaching age did not differ significantly.2)The subject knowledge of junior middle school mathematics teachers in ethnic minority areas is at the middle level,with a low excellence rate and a large number of unqualified teachers.Mathematics scored the highest on average,followed by data,followed by geometry and the lowest on algebra.3)The math achievement level of junior middle school students in ethnic minority areas is at the middle and lower level,and there is a big difference between the math achievement level of students in county schools and township schools.The average score and median of students in county schools are much higher than those in township schools.4)There is no significant correlation between the dimensions of teachers' teaching efficacy and teachers' subject knowledge;There is a significant positive correlation between the classroom management ability,the teaching ability and the ability to help students.There is a significant relationship between algebra knowledge,geometry knowledge and number knowledge,and there is a significant positive correlation between algebra knowledge and data knowledge.5)There is a significant positive correlation between teachers' titles and students' grades,and a significant negative correlation between teachers' teaching years and students' grades;There is a significant positive correlation between teachers' teaching ability and classroom management ability and students,but there is no significant correlation between the ability to help students and students' achievement.There is a significant negative correlation between geometry knowledge and student achievement,but there is no significant correlation between math,algebra and data knowledge and student achievement.