Research On The Current Situation And Acquisition Approaches Of Geometry Knowledge Of New Mathematicsteachers In Junior Middle Schools In Southern Xinjiang

In order to adapt to the development of education in southern Xinjiang,the teachers of primary and secondary schools in southern Xinjiang have been greatly expanded in recent years,and the proportion of new teachers is gradually increasing,and the new teachers of non-mathematics majors account for a large proportion,so the teachers are becoming younger.Teachers’ mastery of subject knowledge directly affects the teaching effect.Geometry knowledge is a difficult point in junior middle school mathematics.How about their mastery of subject knowledge? What are the ways to acquire geometry knowledge? Based on this purpose,with geometrical knowledge as the background,in southern xinjiang,95 junior middle school mathematics teaching experience in 0-5 years new teachers as the research object,using the measurement volume,from the transform geometry,geometry,analytic geometry,experience,deductive geometry,projection and view geometry,geometry,culture and other seven dimensions to compile the geometry knowledge condition test of the new teacher,through the way of paper and pencil tests of single single table test,at the same time,through the questionnaire survey to 95 new teachers geometry knowledge acquisition approach were investigated,through test and analysis of the questionnaire:(1)The overall level of geometry knowledge mastered by the new mathematics teachers of junior middle schools in Southern Xinjiang is average,with an average score of 64 points.The order of mastery is from highest to lowest: empirical geometry,analytic geometry,geometric culture,metric geometry,transformation geometry,deductive geometry,projection and view.Among them,the knowledge of empirical geometry and analytical geometry is the best.Have a good command of geometry culture and measurement geometry dimension knowledge;The knowledge of transformation geometry dimension is generally mastered.The knowledge of deductive geometry,projection,view and dimension is not well mastered,and the depth of knowledge is far from enough,and the relevant knowledge is most lacking.(2)The score rate of new teachers in the empirical geometry dimension is the highest,and the score rate in the projection and view dimension is the lowest.The score rate of deductive geometry and projection and view dimension is less than 60%.(3)There is no significant gender difference in the total score of new teachers’ geometry knowledge and no significant internship difference.The total score of new teachers’ geometry knowledge has significant difference of training experience and specialty.(4)Elementary and secondary school mathematics textbooks,independent learning,communication with colleagues and learning from experienced teachers are the most important sources for new teachers to acquire geometry knowledge;The activities organized by the school,the study of university specialized courses and the network resources are the second important sources for new teachers to acquire geometry knowledge.Reading books related to geometry,self-reflection and various training are the least important sources for new teachers to acquire geometry knowledge.