Research On The Present Situation Of Classroomteaching Ability And Improvement Strategy Ofelementary Mathematics Novice Teachers

National development,education first.With the new curriculum reform,primary education puts forward new requirements for primary school mathematics teacher’s classroom teaching,making it more important for every elementary school mathematics teacher to improve the effectiveness of classroom teaching.Primary school mathematics novice teachers as a fresh blood of primary school mathematics teachers,as soon as possible to adapt to the teaching pace of teachers,in the first few years of service,for novice teachers,is a change from the student to the teacher’s role,the combination of teacher theory and practice,but also Experience professional responsibility and feel the important stage of role function.The cognitive and behavior of teachers at the beginning of their professional career will have a profound effect on the career of teachers.In view of this,this research studies the classroom teaching ability of primary mathematics novice teachers.Taking elementary school mathematics novice teachers in S district of Chongqing as an example,the strategy is proposed to provide reference for early-stage primary mathematics novice teachers to effectively implement classroom teaching.This article mainly uses the questionnaire survey method,case analysis method,observation method,and interview method.It mainly studies elementary school mathematics in S districts of Chongqing from several aspects: primary school mathematics novice teacher’s teacher accomplishment,teaching design ability,teaching implementation ability,and academic examination evaluation ability.The status quo of novice teachers’ classroom teaching ability.Through statistics and analysis of the survey results,it is found that the primary mathematics novice teachers have the following problems in classroom teaching: the teacher’s teaching quality needs to be further improved;the teaching goal design lacks scientific and rational;the class control is not in place;and the teaching evaluation and feedback are not timely.In light of the problems that emerged in the survey,combined with the analysis of reasons,this paper proposes the following strategies to promote the classroom teaching capabilities ofnovice teachers from the perspectives of the primary mathematics novice teachers themselves,schools,and teachers colleges.Teachers: Enhance self-enhancement awareness;strengthen the accumulation of diverse knowledge,continue to learn professional knowledge;solid preparation work,the rational use of teaching strategies;refine the language of instruction.Schools: Optimize the school’s management model;improve on-the-job training;improve the “apprenticeship system”;create a public display platform.Normal universities: Emphasis on the practice of normal school students;Improve the supervision of teacher education practice.