A Study On The Influencing Factors Of Mathematics Variant Teaching In Middle School

With the increasingly wide and deep application of variant teaching in the mathematics teaching in the middle school, the traditional characteristics of Chinese mathematics education the more reveals its charm, but based on the development trend of new curriculum reform and the requirements of quality education, it is vital to clarify the influencing factors of the mathematics variant teaching and construct the effective mechanism of mathematical variant teaching. With the middle school first-line math teachers as the research object, based on the massive real data analysis, this paper strives to explore and research the influencing factors and respective degrees of mathematics variant teaching, according to literature study, questionnaire survey and case study, which combines quantitative research and qualitative research together, and then to obtains some main conclusions as follows:Through the literature research and the depth interview, it concludes that the conditions factors of middle school mathematics variant teaching, mainly involving four categories as teachers, environment, students and teaching assistants amount to18factors. Here it further constructs a prediction questionnaire including following six aspects:teachers’variant cognition, teachers’ basic literacy, teachers’beliefs and attitudes, students’literacy, teaching supplement, environment factor. Through item analysis and exploratory factor analysis, it concludes that there are16factors having an effect on mathematics variant teaching to some extent. In formal questionnaire, through t-test of the demographic variables and variance analysis, this paper demonstrates that teacher seniority and professional titles have more significant influence on mathematics variant teaching. Dividing these16factors into six categories, through correlation analysis and case studies, it concludes that teachers’ basic literacy, students’literacy and environmental factors have a strong influence. teachers’ variant cognition and teachers’beliefs and attitudes take second place, but teaching supplement are as the weak influence factors. These research results are enlightening to implementation mechanisms of mathematics variant teaching and helpful to deepen the cognition of middle school mathematics teachers to the variant teaching, meanwhile, the designed questionnaire can provide the reference for domestic related investigation.The thesis is composed of five parts:Chapter1as the introduction, firstly elaborates the research background, introduces the characteristics of Chinese mathematics education and the important research value of mathematical variant teaching; Secondly explains the research significance on theory and practice; Thirdly outlines the research contents and methods.Chapter2as relevant literature review. Firstly defines "variant" and "mathematics variant teaching", and furthermore puts forward personal understanding of them. Secondly is the review of mathematical variant teaching research, analysis of the related factors on implementation of mathematics variant teaching, which provide the basis for the literature study of influencing factors, the design of questionnaire and interview outline.Chapter3is the research design and executing process. Firstly according to literature research and the analysis of the influence factors of mathematical variant teaching, it concludes four categories amount to18kinds of condition factors secondly to define investigation objects, compile the questionnaire and survey, through the project analysis and exploratory factor analysis to amend the questionnaire, and to expound the data collection, arrangement, using the correlation analysis and exploratory factor analysis to test the reliability and validity of the questionnaire; Finally to clarify the object and methods of case study.Chapter4conducts the analysis of influence factors and degrees on mathematics variant teaching, through literature study, questionnaire investigation, case study, to analyze the existence, amount of factors and their influence degree of influential factors on mathematics variant teaching. According to data analysis of questionnaire survey, and variance analysis, to study the background of teachers and conclude that the teacher seniority and professional title influence the implementation of the mathematics variant teaching. According to the correlation analysis and partial correlation analysis, to dig out the influence factors and degree.Chapter5is the conclusion of the research and related suggestion. Firstly to summarize the research results and put forward some corresponding reasonable and practical strategy and proposal, based on the existence of the condition factors. influencing factors and degrees. Finally to point out the deficiencies of this research and propose the prospects for the research.