Investigation And Research On Geometry Knowledge Of Junior Middle School Mathematics Teachers In Rural Areas Of Southern Xinjiang

The rich geometry knowledge reserve of junior middle school mathematics teachers is the foundation of high quality geometry teaching activities,Is also a key factor affecting teacher professional development.This study carried out an investigation and study on the geometry knowledge mastery of mathematics teachers in rural middle schools in southern Xinjiang,understood the current situation of teachers’ geometry knowledge mastery,analyzed the existing problems and reasons,in order to lay a foundation for improving the geometry knowledge mastery of mathematics teachers in rural middle schools in southern Xinjiang and put forward feasible countermeasures.In this study,105 mathematics teachers from 7 rural middle schools in Hetian area of southern Xinjiang were investigated on their knowledge of geometry by questionnaire.In addition to the basic information,the survey content includes three aspects: the basic knowledge of geometry dimensions in junior middle school,the knowledge expansion and calculation ability of geometry dimensions in junior middle school,and the reasoning and proof ability of geometry knowledge in junior middle school.105 valid questionnaires were collected with effective recovery rate of 100%;The statistical analysis software SPSS20 was used to conduct descriptive analysis on the data collected from the questionnaire and test the significance of sample differences.The results show that the geometry knowledge of rural middle school mathematics teachers in southern Xinjiang is basically up to the standard level,and there is a big gap with the ideal level.The knowledge of empirical geometry,transformation geometry,geometry history and culture is relatively good.He had the weakest grasp of deductive geometry;The preliminary knowledge of metric geometry,projection and view,analytic geometry and fractal geometry needs to be further improved.Degree,teaching years,title,number of teaching rounds and source of geometry knowledge have significant influence on the geometry knowledge of rural middle school mathematics teachers in southern Xinjiang.As a result,This study puts forward the optimization mathematics teachers’ gender structure,encourage mathematics teachers to improve their level of degree,attach importance to the accumulation of experience in teaching and sharing,title assessment activities as an opportunity to improve teachers’ degree of attention to the subject knowledge complete full round and encourage teachers of mathematics classes teaching,as well as strengthen mathematics teacher after training activities to improve mathematics teacher countermeasures to build geometric knowledge Public debate.