Research On The Structural System And Mechanism Of Innovation Ability Of Mathematics Teachers In Primary And Secondary Schools

The research attempts to clarify the constituent elements of primary and secondary school mathematics teachers' innovative ability,the element structure system of primary and secondary school mathematics teachers' innovative ability,the theoretical model of the element structure system of primary and secondary school mathematics teachers' innovative ability and the action mechanism between the elements.Firstly,using the grounded theory and content analysis method,this paper analyzes the content of the biographical materials of 26 primary and secondary school mathematics teachers,and identifies the key elements of the innovation ability of primary and secondary school mathematics teachers.Among them,11first-level factors are: innovative personality,innovative emotion,knowledge and skills,innovative attitude,intelligence,innovative thinking,innovative perception,innovative motivation,innovative learning,innovative products,innovative environment.Innovative personality includes courage,leadership and openness;Creative emotions include happiness,anxiety and anger;Knowledge and skills include general educational knowledge and skills,innovative knowledge and skills,mathematics knowledge and skills,mathematics teaching knowledge and skills;Innovation attitude includes teachers' cognition of creativity,mathematics creativity and innovation behavior tendency.Intelligence includes combinatorial intelligence,experiential intelligence and adaptive intelligence.Innovative thinking includes divergent thinking,logical thinking,intuitive thinking,analytical thinking;Innovation perception includes innovation self-efficacy and innovation pressure perception;Innovation motivation includes intrinsic motivation,extrinsic motivation and prosocial motivation.Innovative learning includes learning resources,learning process and learning methods.Innovation products include teaching innovation ability,scientific research innovation ability and social service ability;Innovation environment includes school environment,family environment and social environment.On this basis,using Delphi survey method,15 experts are invited to judge the rationality and importance of the constituent elements of primary and secondary school mathematics teachers' innovative ability,so as to build the element structure system of primary and secondary school mathematics teachers' innovative ability.The system consists of 9 first-level indicators and 24 second-level indicators,of which 9 first-level factors are: innovative personality,innovative emotion,knowledge and skills,innovative attitude,innovative thinking,innovative perception,innovative motivation,innovative learning,innovative products;Among them,innovative personality includes courage,openness and sense of responsibility;Creative emotions include happiness and anxiety;Innovative attitude includes the cognition of mathematical creativity and the development of students' mathematical creativity.Knowledge and skills include educational knowledge and skills,mathematics knowledge and skills,mathematics teaching knowledge and skills,scientific research knowledge and skills,and social service knowledge and skills;Innovative thinking includes divergent thinking,logical thinking and analytical thinking;Innovation perception includes perception of innovation ability,perception of innovation pressure;Innovation motivation includes intrinsic motivation and extrinsic motivation.Innovative learning includes knowledge accumulation and knowledge absorption;Innovation performance includes teaching innovation,scientific research innovation and social service.Based on the 4P model of creativity and using the speculative method,this paper constructs the theoretical model of the element structure system.Based on the 4P model,"innovation personality","innovation attitude","innovation emotion" and "knowledge and skills" are classified as "main elements"."Innovation perception","innovation learning","innovation motivation" and "innovation thinking" are classified as "process elements".Classify "innovation performance" as "outcome factors".The theoretical model of structure system of innovation ability of primary and secondary school mathematics teachers points out that there is coupling and synergistic relationship between main elements,and innovation personality is the basic element of innovation ability of primary and secondary school mathematics teachers.Knowledge and skills are the material elements of primary and secondary school mathematics teachers' innovative ability.The innovative attitude is the directional element of the innovative ability of elementary and middle school mathematics teachers.Creative emotion is a regulatory factor of the creative ability of primary and secondary school mathematics teachers.Innovative personality,knowledge and skills,innovative attitude and innovative emotion interact with each other,and there is a multi-directional coupling and synergistic relationship.There is a chain and mediating relationship among the process elements,and the innovation perception is the front factor of the innovation ability of primary and secondary school mathematics teachers.Innovation motivation is the driving factor of innovation ability of primary and secondary school mathematics teachers.Innovative learning is the essential factor of elementary and secondary school mathematics teachers' innovative ability.Innovative thinking is a dependent factor of the innovative ability of primary and secondary school mathematics teachers.Innovation perception is the front end of the whole innovation chain;Innovation motivation and innovation learning are the middle end of innovation chain.Innovative thinking is the proximal end of the innovation chain,which directly affects the production of innovative products.The interaction of various process elements forms the process chain of innovation ability of primary and secondary school mathematics teachers.There is an interembedding and interconstructing relationship between subject and process elements,and the continuous rise of process chain requires the intervention of different subject factors.Subject and process elements ultimately promote individuals to produce good innovation performance through interembedding and interconstructing.In order to verify the rationality of the theoretical model,Amos was used to establish the structural equation model and study the mechanism of action among the elements.The mechanism of subject factor and result factor is the mediating effect of innovation attitude on the influence of knowledge and skill on innovation performance;Innovation emotion and innovation personality play a moderating role in the influence of knowledge and skill on innovation performance.The interaction mechanism between process factors and outcome factors is that innovation motivation and innovation learning play a chain mediating role between innovation perception and innovation performance.In view of the important mediating role of innovative learning and innovative motivation in the formation of primary and secondary school mathematics teachers' innovative learning ability,the research suggests to focus on the innovative learning ability of primary and secondary school mathematics teachers,especially the formation of innovative motivation.