The Research Of Implementing Process Objective For Junior Middle School Mathematics Teachers

Compulsory education mathematics curriculum standards(2011 Edition)(hereinafter referred to as "the standard")explicitly point out that mathematics teaching should not only attach importance to the result of mathematics knowledge and skills,but also pay attention to the formation process of mathematics results.Process,itself,becomes the teaching objective and contains abundant education values.As a guider of student learning,the behavior and idea of a teacher are the most direct and key factor that decides whether the process objective can be carried out or not.Therefore,it is of great significance to investigate the current situation of the junior middle school mathematic teachers’ implementing the process objectives.First of all,we use the literature analysis method to conduct a carding for the research results related to the process goals at home and abroad,and combine the concepts and requirements of the standard to make a detailed analysis of the processes and the process objectives.Then,in order to understand the current situation,the relevant reasons and the influencing factors of the process objective implementation,we start from two dimensions "conceptual identity" and "behavior" and carry out the questionnaire survey for the junior middle school mathematics teachers,and combine the survey results with the interview results to analyze.The research results show: in the "conceptual identity",the junior middle school mathematics teachers implement the process objectives retentively well at present and lay much more emphasis on the objectives,but lack profound understanding of their conception and connotation;however,in the "behavior",because there are many problems in the process objective design and implementation,they implement the objectives not so well;the influencing factors of the process objective implementation include the teaching age,the professional title and the training of the junior middle school mathematics teachers.According to the research results,some suggestions are put forward that we should study the standard carefully,set the process standard reasonably,choose the appropriate teaching method and attach importance to post-training.