Educational Narrative Research On The Mathematics Teachers Professional Growth In Junior Middle School

With the in-depth implement of basic education course reform, modern mathematics education goals are gradually turning into practice orientation instead of knowledge orientation. In order to make mathematical thinking change into daily thinking smoothly, the teaching objectives of junior middle school mathematics more emphasis on the ability to develop students’ mathematical thinking and the application of mathematical thinking to solve other problems. Faced with the transfer of the center of mathematics education goals, the function of mathematics teacher also metastasis. Teachers are not only impart knowledge, but also train students’ ability. The function of the teacher is improving with the social development. Besides teaching and answer, they gradually develope into a consultant to exchange of views and a guide to help find problems, not only show students the true meaning of existing. The above function changes ask more urgent needs of junior middle school mathematics teacher professionalism.On the other hand, through the investigation and analysis of junior middle school mathematics teachers’ professional development, the writer found that junior middle school mathematics teachers at present are not short of the knowledge of teachers’ professional development. Because theory and practice can’t be combined closely, operational advise and countermeasure can’t be put forward.This study uses three junior high school mathematics teachers at different professional stages in Chengdu X area middle school as object and educational narrative as research method. The author collects first-hand information by communicating with these three teachers, attending a lecture, observating daily teaching behavior and analysising teaching logs. According to the purpose and ideas of this study, the author tries to truly restore these three teachers’ daily educational activities. By reading these teachers professional growth stories, the writer found that factors affecting junior middle school mathematics teachers’ professional development mainly including internal factors: teachers’ personality, professional identity, mathematics education, teaching reflection ability, self-development needs and understanding, the understanding of students, education enthusiasm and external factors:the support from school leadership, the cooperation among colleague, teaching competition and public class training. In term of the junior middle school mathematics teachers in the early stage of addressing the survival, these professional growth way including improving pre-service training, standardizing the “old teachers lead new ones” system, establishing the scientific concept of mathematics education, Improving mathematics literacy. In term of teachers in the teaching situations concerned stage, these professional growth way including training reflective habit, enhancing professional development of consciousness, joining open class and teaching competition actively, "mentoring" activities; Implications and suggestions for teachers’ professional development in pays attention to the student in mathematics education stage: Science, teaching innovation, to build a learning community, the ideal of education, the professional growth of firm development planning.