Investigation And Research On The Self-awareness Of Professional Development Of Primary School Mathematics Teachers In Urumqi

At the basic stage of elementary school mathematics education for compulsory education,the independent professional development of elementary school mathematics teachers is like the "cornerstone" for improving the quality of elementary school mathematics teaching.As mentioned in "Standards for Elementary School Teachers",the measurement and evaluation of elementary school teachers should be carried out from three aspects of professionalism,abundance of professional knowledge,and the teaching ability,which are also the basis for evaluating teachers' professional development by education administration departments and schools.Despite certain theory and practice achievements in research on teachers' autonomous professional development in China,elementary school mathematics teachers' teachers professional development awareness should receive greater attention further research should be urgently conducted.In this research,five elementary school mathematics teachers in Urumqi are taken as the main research object to investigate their autonomous development awareness through literature method,questionnaire method and interview method.It can be found from the survey of the autonomous professional development awareness of 52 elementary school mathematics teachers in five primary schools in Urumqi City that: on the whole,the majority of elementary school mathematics teachers have a strong autonomous professional development awareness,with the highest score for autonomous learning awareness,with an upper-middle level of autonomous planning awareness,and Reflective teaching program design,reflective teaching implementation process is relatively high.Further analysis shows that there exist following problems for the autonomous professional development awareness of elementary school mathematics teachers in Urumqi City: Primary school mathematics teachers' awareness of professional quality improvement planning is relatively weak,and the awareness of mathematics professional knowledge updating needs to be improved;in terms of autonomous professional planning awareness,Primary school mathematics teachers rely on external forces,individual dimension autonomous learning consciousness is weak;in terms of autonomic learning awareness,elementary school mathematics teachers prefer external forces with poor self-learning ability;in terms of self-reflection awareness,elementary school mathematics teachers have a weak awareness with relatively poor self-reflection effect.To solve the above-mentioned problems,this paper mainly analyzes the reasons limiting teachers' autonomous professional development awareness from the perspectives of elementary school mathematics teachers and the school development atmosphere.This proposes following suggestions to guide elementary school mathematics teachers to make independent professional development plans;improve elementary school mathematics teachers' autonomous learning methods;enhance elementary school mathematics teachers' self-reflection and monitoring ability;strengthen the guarantee for teachers' autonomous professional development,thereby enhancing the autonomous development awareness of elementary school mathematics teachers in Urumqi.