A Study On Higher Education Teachers' Learning Of Basic Course In Mathematics Profession

The study on the learning of students has always been the concern of the education field. And mathematical analysis, algebraic geometry is the professional basic courses for College Teachers of Mathematics. It is not only an important foundation for subsequent courses for students, but also plays an important role in the training of students'mathematical diathesis such as rational thinking, awareness of application and creativity. This paper conducts the specific research and analysis of the learning situation of students in College Teachers of Mathematics Profession.This study adopts survey, statistical analysis, and other research methods. This thesis includes four parts: the first part is the background of this study and the main research questions, the second part consists of research design and procedures including the questionnaire design, the contents of the questionnaire, the scope of the inquiry, subjects, and data processing. The third part is the results and analysis, including students'purpose and motivation in learning professional courses, their attitude and approach in learning basic professional courses, students'adaptive situation to the teachers'teaching, attributed analysis of students'scores. The fourth part is the conclusion and recommendations including the conclusion of this study, the implication for students'learning and teachers'teaching, the feedback on the study process. Based on the study, the following conclusions can be drawn: First a certain blindness and negativity exists in motivation and purpose of students majoring in mathematics in learning professional basic course; Second, students do not interest learning in professional courses highly, and do not pay enough attention to these basic courses; Third, the professional students do not learn these courses actively, lacking of the ability of thinking independently; Fourth, students'adaptability is not good enough, method of teaching is too simple, teachers and students lack of interaction and students expect more lively more active classroom atmosphere.The implications for students'learning and teachers'teaching are shown in the following: should attach importance to students'interest in mathematic training. Second, mathematics education for college teachers should emphasize students'guidance of learning methods, and education to converge. Third, mathematics education for college teachers should emphasize students'learning purposes and motivation highly. Fourth, mathematics education for college teachers should pay attention to the updating of teaching methods.