Research On The Strategies For Cultivating Of Young Mathematics Teachers In PrimarySchool Based On The School-based Teaching

It’s a necessary measure for school in training the young teachers that in order to ensure the quality of teaching, education and to promote the development of the school as a whole. Schools of various levels also strongly call for cultivating the teachers’ professional development as the goal, because the different sizes of each school and the teachers’ comprehensive quality,the problems of each teacher are also different, so the collective training is really hard, that makes young teachers growing slowly.First of all, this study relies on the analysis of the new curriculum reform that put forward on elementary school mathematics teaching, and found that comprehensive, professional, thoughtful are the basic requirements of the elementary school mathematics teacher. According to the requirements of young teachers in the elementary school,and the analysis of the traditional training methods, we found many problems like the training forms cannot adapt to diversity of teachers’ role,the training content cannot adapt to the teachers’ comprehensive development, and the training system cannot adapt to teacher’s active participation. Finally in light of analysis on the present condition of the elementary school mathematics teacher’s echelon construction, and found that the team level as a whole still cannot adapt to the requirement of the education; The efforts of teacher training cannot keep up with the pace of the times development; The education budget devotion stopped the teacher’s professional development.To solve the above problems, this study was designed on X city, guangdong province, X primary school young mathematics teachers’ professional development as the research object, by using the case method, questionnaire method, interview method, action research and so on, in order to explore the effective strategies for cultivating young elementary school mathematics teacher professional development. First of all, based on the status of young teachers in the elementary school mathematics, their knowledge structure and ability in the elementary school mathematics teaching, the case school make an analysis on the present situation, problems and causes of the young mathematics teachers, and found that the main causes of the above phenomenons are the follows: 1) lack of the understanding of the students’ psychological system;(2) lack of knowing themselves by making comprehensive planning(3) lack of pertinent learning of the professional knowledge(4) lack of the ability of time control(5) lack of the improvement of the psychological quality. Meanwhile we also put forward that the post-career education can make up for these problems. Through the analysis of individual cases, to find out the relationship between the school-based teaching and teachers’ professional development, and the necessity of exploring the post-career education in young teachers’ professional development:(1) school-based teaching and research can solve some problems during the post-career education(2) the school-based teaching research can guarantee the sustainable development of education.On the result of the investigation, case school carried out three rounds of action research that using the school-based teaching method to promote the specialized development of young teachers in the elementary school mathematics. The school-based teaching and research are(1) using the "culture foundation” strategy to solve the problem of " lacking of knowledge structure "in the action research of elementary school mathematics" young teachers;(2) using the school-based teaching and research of the “diagnostic strategy” to solve the “lacking of teaching ability” in elementary school mathematics young teachers;(3) using the school-based teaching and research of "menu type strategy" to improve young teachers’ professional development action research. Through the establishment of cyclerepeated research model: action, observation, reflection,and using clinical diagnosis method during the process of "supervision" action. Through the analysis of the data,we found that the "three strategies" can effectively improve the professional development of young teachers in the elementary school mathematics. At the same time,further thinking out of the interaction between the school-based teaching and research and development of young teachers specialization :(1) school-based research development can promote the growth of young teachers rapidly;(2) the growth of young teachers plays an an auxiliary role in school-based teaching and research.