Study On The Relationship Between Teaching Belief And Teaching Behaviors Of Mathemathics Teacher In Middle School

Teaching belief is an important indicator of the research on teachers'behaviors,which affects teachers'interpreting of teaching theories, experience, teaching program ,especially their teaching behaviors.It is helpful to explore the views,perceptions,attitudes and beliefs for them to achieve the best goal in teaching.A large of researches on teaching belief of mathematics teachers have been done abroad.But just little work can be found in China .Nowadays, some problems have appeared in mathematics teaching.It is of great significance to investigate mathematics teachers'teaching belief to guide and improve teaching efficiency,and make full use of teaching resources.This study also provides the platform for teaching exchange and learning,and some references for teacher-training institutions.It reveals that the effect of teaching belief on the teaching process cannot be neglect in the professional growth.This study aims to explore the relevant problems of math teaching in middle school ,including the relevancy of teaching belief and behaviors and the impact of teaching belief on teaching behaviors.Meanwhile we will explore how the teaching belief work on the teaching behavior.Data were collected through questionnaire and interviews.A purposive sampling of 222 mathematics teacher of middle school were selected in Wuwei County .There were 192 copies valid in retrieve 210 copies where the effective ratio is 86.49%.The data are analyzed by Spss and Amos. Descriptive Statistics,T-test ,One-way ANOVA,Pearson corrleate,Linear regression,SEM were used to analyze quantitive data.The conclusions were drawn as follows:1.The teaching belief of mathmatics teacher in middle school tends to be progressive.In general ,the teaching belief have no differences according to their background,including the gender,service age,their level of education and school scale. Teachers'beliefs in"learning mathematics"are significantly different by the school scale and location,and service age(the teachers with 11-20 years'teaching experience excel that with less than 5 years'experience in"learning mathematic").Teachers'beliefs in"teaching assessment"are significantly influenced by their level of education.2.The teaching behavior of mathematics teacher in middle school tends to be progressive.As a whole ,the teaching behaviors are not different according to their background,including the gender ,service age,their level of education and school scale.Teaching behaviors of"teaching objectives"are significantly different by the service age,their level of education.Teaching behaviors about"teaching process"are significantly different by their level of education and the school location.3.There is significant positive correlation between the teaching belief and the teaching behavior of mathematic teacher in middle school.But teaching belief is more progress- oriented than teaching behavior.4.Teaching belief could predict teaching behavior,but the implementation of teaching belief could be put into behavior by half. And the belief about"learning mathematics","assessment beliefs"and"teaching mathematics"are best of all.The impact of the teaching belief in teaching is restricted by external factors,which could not be reflected fulling in teaching behavior.5.Except the"nature of mathematics", all factors of teaching belief have direct or indirect effect on each level of teaching behavior.Teachers'belief about"nature of mathematics"is affecting teaching behavior via"teaching mathematics"and"learning mathematics".According to the results of this study, suggestions to the teacher training institutions and teachers will be provided.