Relationship Research Of Middle School Mathematics Teachers’ Resilience Of Mathematical Adversity,Teachers’ Core Literacy And Core Competence

Teachers are the foundation and the source of education.The quality of psychological life of middle school mathematics teachers is closely related to teaching quality and career development.This study proposes ’resilience of mathematical adversity’ to measure and evaluate the quality of psychological life of middle school mathematics teachers.Teachers’ core literacy and core competence are the core qualities of teachers’ career,and also an important guarantee to promote the establishment of high-quality teachers.This study intends to solve three problems :(1)Clarify the core concepts of resilience of mathematical adversity and develop measurement tools;(2)Analyze the current situation of middle school mathematics teachers’ resilience of mathematical adversity,teachers’ core literacy and core competence from an empirical perspective;(3)Analyze and discuss the relationship and influence path between the resilience of mathematical adversity,teachers’ core literacy and core competence of middle school mathematics teachers.In this study,through the self-compiled ’Resilience of Mathematical Adversity Questionnaire for Middle School Mathematics Teachers’,and drawing on the research findings of Professor Wang Guangming of Tianjin Normal University and his research team to form the ’Questionnaire on Core Literacy and Core Competence of Middle School Mathematics Teachers’,582 in-service middle school mathematics teachers in Xining City,Haidong City and Huangnan Tibetan Autonomous Prefecture of Qinghai Province were surveyed.Firstly,the current situation of resilience of mathematical adversity,core literacy and core competence of middle school mathematics teachers,the differences in teachers’ gender and teachers’ teaching grade,the correlation and regression of the three were statistically analyzed.The moderating effect of teachers’ teaching grade in the mediation model is analyzed,and then the influence path of middle school mathematics teachers’ resilience of mathematical adversity and its dimension,teachers’ core literacy and its dimension on teachers’ core competence is presented.This study mainly draws the following conclusions :(1)The resilience of mathematical adversity refers to the individual’s plasticity and restorative psychological adaptability that triggers internal protective motivation(coping intelligence and coping ability)to actively respond when facing mathematical adversity;and the mathematical adversity elasticity includes 4 first-level dimensions and 12 second-level dimensions;(2)From the analysis of the current situation,it can be seen that the resilience of mathematical adversity of middle school mathematics teachers is generally at the middle level,and their core literacy and core competence are generally at the upper middle level.There is no significant difference in teachers’ gender between resilience of mathematical adversity and its dimensions.There is no significant difference in teachers’ gender between teachers ’ core literacy and its dimensions and teachers’ core competence and its dimensions.From the perspective of teachers’ teaching grades,there are significant differences between junior high school mathematics teachers and senior high school mathematics teachers in resilience of mathematical adversity,teachers’ core literacy and core competence;(3)There is a significant positive correlation between resilience of mathematical adversity,core literacy and core competence of middle school mathematics teachers;a regression model for the effective prediction of teachers’ core competence by resilience of mathematical adversity and teachers’ core literacy is constructed.(4)Teachers’ teaching grade plays a moderating role in the mediating model of resilience of mathematical adversity and teachers’ core literacy on teachers’ core competence,and resilience of mathematical adversity and its first-level dimension and teachers’ core literacy and its first-level dimension have a direct or indirect impact on teachers’ core competence.According to the research conclusion,this paper puts forward some suggestions for middle school mathematics teachers to improve the resilience of mathematics adversity,develop teachers’ core literacy and core competence,in order to enrich the theory of mathematics education and promote the professional development of middle school mathematics teachers.