A Survey On The Status Quo And Influencing Factors Of Independent Learning Ability Of Middle School Mathematics Teacher

As The Times developing,the society has a strong demand for high-quality and innovative talents,and learning has become the main way to promote personal development to the society.The ability of independent learning is a necessary ability in today's society.As the practitioner of education and the guide of students,teachers should have the consciousness and ability of continuous learning and innovation.Therefore,the ability of autonomous learning has become a necessary ability for teachers' career and development.Only by constantly updating their knowledge and skills and establishing the notion of lifelong learning,can teachers continuously enrich their professional knowledge,strengthen their professional skills and improve their quality.Mathematics is a scientific,rigorous and widely applied subject.As a mathematics teacher,we should keep up with the pace of The Times,constantly update our knowledge system and improve our mathematics teaching ability.Therefore,it is necessary to understand the present situation of mathematics teachers' autonomous learning ability and explore the influential factors leading to the differences in mathematics teachers' learning ability,which will help researchers to put forward feasible improvement strategies.Based on the all research background,according to the research thinking of "what is" and "why",the research questions are determined:First,"what" is the overall level of autonomous learning ability of junior and senior high school mathematics teachers in Tianjin? What is the present situation of the evaluation cent below each second level index? What are the differences in independent learning ability of mathematics teachers under different backgrounds? Second,"why" is what background factors affect teachers' learning ability? What is the relationship between autonomous learning ability and single background variable and interactive background variable of junior and senior high school mathematics teachers in Tianjin?To solve the problem of the study,the study adopted the following research methods: first,using the method of literature,the ability of autonomic learning and teachers review,analysis,summarize related literature at home and abroad,which has been made in research on understanding the current achievements as well as the further research space,to form a system,determine the research train of thought.Secondly,the questionnaire is adapted into the Questionnaire on the Independent Learning ability of Middle school Mathematics teachers to conduct stratified sampling survey on secondary school mathematics teachers in Tianjin.Thirdly,statistical analysis is used to organize and analyze the research data,so as to understand the overall status quo and existing differences of the independent learning ability of secondary school mathematics teachers,and the status quo and existing differences of the secondary indicators under the independent learning ability.Fourthly,the present situation in the test is analyzed,and the influencing factors of the independent learning ability of secondary school mathematics teachers are excavated through interviews with teachers,so as to put forward the improvement strategies of the independent learning ability of secondary school mathematics teachers.Based on the above research,the conclusions are drawn as follows:(1)The overall situation of autonomous learning ability of mathematics teachers in Tianjin is good.(2)Among the 4indicators under the independent learning ability,the evaluation score from high to low is learning planning,learning effectiveness evaluation,learning habit formation,learning method mastery.(3)Single background factors on the influence of the secondary school mathematics teachers' independent learning ability,the study found in urban and rural areas,age,period,degree and teaching age background factors on the teachers' autonomous learning ability to influence the effect of a relatively large amount,between small effects and the effects,which are different between urban and rural areas,age,period,degree and school age level of teachers' autonomous learning ability has a bigger difference,There is no significant difference in the influence of other single background factors on teachers' independent learning ability,or the difference degree is very small,lower than the small effect.(4)Research findings of multi-factor interaction: The interaction between teaching age and learning period,the interaction between professional title and age have a certain effect on the independent learning ability of mathematics teachers,and the effect size is between small effect and medium effect.The interaction of other background variables has little or no influence on the independent learning ability of mathematics teachers.Based on the above research results,improvement strategies are proposed:Dispelling teachers' inertia and enhancing their learning consciousness;Set up the concept of lifelong learning,enrich mathematics teachers' own mathematics background;Establish a driving mechanism to motivate teachers to study independently,rationalize the evaluation system and purify the learning purpose;Schools have reduced the burden on teachers,trained them more effectively and given them more discretionary time.