Survey And Research Of Ethnic Middle School Mathematics Teacher Professional Development

The mathematics teachers’professional development of Ethnic areas is an important part ofthe professional teachers’development, but also is the concern of current mathematics educationworthy. Linxia Hui Autonomous Prefecture in Northwest China is the Hui and Dongxiang ethniccommunities, especially, faith in Islam. Because the economic conditions and thefactors’limitation, teachers’professional development has been lagging behind. And overallquality of teachers is relatively low. Since2010Gansu Province impled the new high schoolcurriculum and teached the new curriculum ideas, It has been impact on national regional middleschool mathematics teachers’professional growth. then what is the status of Linxia area middleschool mathematics teachers’professional development, how many factors and other issues areinfluences, all of these academic urgent problems to be solved. Therefore, the topic of this studyis real and has important significance.On the basis of the relevant literature on the comprehensive sort,189mathematics teachers inLinxia Hui Autonomous County, where the Guanghe, five high schools and Jishishan, DongxiangCounty and five junior high school for the survey, and use of other research methods such asquestionnaires, interviews to investigation the basic situation of teachers, professional philosophyand ethics, professional knowledge, professional competence, continuing education and teachertraining, professional treatment and well-being, support system and other aspects of the LinxiaHui Autonomous Prefecture in middle school mathematics status of teacher professionaldevelopment. In this study, a total of200questionnaires,189valid questionnaires were recovered,and through spss19.0statistical software for data analysis of the survey results.Research shows that the development of the professional status of Linxia middle schoolmath teachers as follows:1The math teacher professional quality of middle schools of Linxia state are relatively low,and non-professional counterparts Normal teachers are teaching widespread.2Generally, The middle schools’mathematics teachers professional affection of Linxia is nothigh, professional happiness is not strong, the current treatment is not satisfied with the teachingprofession.3teachers lack professional knowledge and ability to varying degrees, continuing education after vocational and professional growth is obviously inadequate, and have low teacherprofessional development goals and expectations.Based on these conclusions, the study on the promotion of high school mathematics teacherprofessional development of minority areas proposed several strategies: Firstly, the entrythreshold for strict teachers, improving the overall quality of teachers in minority areas; secondly,to stimulate the enthusiasm of teachers in ethnic areas to improve teacher job satisfaction. thirdly,to strengthen the pre-vocational education and vocational training, to effectively promote teacherprofessional development in minority areas; fourth, increasing the nation’s regional educationinvestment, reforming and improving teacher professional development support system.