Theory And Practice Of Middle School Math Teacher In-service Training

Secondary mathematics teachers hold an important position in secondary teachers, mathematics teachers'professional quality enhancement is currently promoting the new curriculum reform and effective protection. However, secondary mathematics teachers'professional ability can not meet the practice now, and initial teacher education is stable. The duration of a teacher in-service education is the longest but the most important period in teacher's professional development. High quality's in-service education can promote a teacher development. Therefore, it is value to study the problem.The study about in-service education almost concerns mathematics teachers' professional development and education after graduation. The direct research mainly includes school-based training, training systems for key teachers, new teachers' training and the introduction of some mathematics teachers' growth experience. Some scholars start study curriculum and evaluation of in-service education, but there is not any detailed research about training system and mechanism of in-service education. The practice of in-service education almost emphasizes new teachers and key teachers. Middle-aged teachers play an important role in mathematics education, but they all lack the opportunities of training.This paper firstly describes the general teachers professionalization, further demonstrates the theory of mathematics teachers professionalization, and provide a theoretical basis for the evaluation system that is used for the job training of secondary school mathematics teachers with the theory of teacher professional development and the theory of teacher life-long education. Besides, this paper argues that research on middle school mathematics teacher in-service training should focus on two main threads:One of the main threads is from the needs of middle school mathematics teachers in-service training, the other main thread is from the challenges of the current mathematics curriculum reform for middle school mathematics teachers. Through surveys such as questionnaires, interviews investigation actions and classroom observation, we do a preliminary assessment of the professional level of secondary school mathematics teachers, based on this, and investigate training needs and problems of middle school mathematics teachers in-service training. The results of the survey are as follows:1, The mathematical view and mathematical education view of secondary school mathematics teachers generally agree with the current concept widely recognized; 2, After the implementation of the new curriculum reform schools, the teaching methods and evaluation mechanisms did not change significantly; 3, The middle school mathematics teachers think their professional feelings and mathematics teaching ability relatively high; 4, The secondary school mathematics teachers generally felt that their mathematical knowledge is sufficient; But the tests of some papers shows they lacks depth thoughtfulness about mathematical knowledge; 5, Most secondary school mathematics teachers have received training, which is mainly on the new curriculum reform; 6, The secondary school mathematics teachers on different ages have the distinct difference in education attitudes; 7, The middle school mathematics teachers generally believes that the information is lacked in the current in-service training; 8, Secondary mathematics teachers all like the trainer with rich experience about secondary math education; 9, Most mathematics teachers hope the training full of practice experience; 10, Most mathematics teachers like case and peer experience. At last,I suggest the training system that based on seniority.