Researh On The Competency Of Novice Mathematics Teachers In Primary Schools

Mathematics curriculum is one of the most important core curricula in elementary school.The competency of elementary school mathematics teachers is different from that of other subjects.The novice elementary school mathematics teachers are taken as the research object and their competence as the research starting point.It can provide help for the professional development of Novice Elementary school mathematics teachers and provide reference for the selection and evaluation of Novice Elementary School teachers.Normal school students accumulate some empirical data for the effective implementation of novice primary school mathematics teacher training,which helps to update novice primary school mathematics teachers’ understanding of the profession of "teacher",and establish novice primary school teachers’ awareness of professional development and lifelong learning.In the first chapter,the main content of the introduction is from seven aspects: the reason for selecting the topic,the research goal,the research significance,the core concept stage,the literature review,the theoretical basis,and the research and design ideas.The second part is the analysis of the connotation of the competency of novice primary school mathematics teachers,which has four logical steps.The first step is to collect and analyze the descriptions of key competencies of novice primary school math teachers in Chengdu by interviewing them with key behavioral events.The second step is to analyze and sort out the literature.On this basis,combined with the description of the key competency characteristics of novice primary school mathematics teachers collected in the first step,combined with the compulsory education stage of primary school mathematics curriculum standards,primary school teachers’ professional standards,and the basic requirements of primary school mathematics teachers’ qualification certificate examination,expert discussion methodis used to analyze novice primary school mathematics teachers’ success.The first dimension of competence.The third step is to use the expert discussion method to analyze the first and second level indicators of novice primary school mathematics teachers’ competency,combining the dimensions determined in the second step,the curriculum standards of primary school mathematics in compulsory education stage,the professional standards of primary school teachers,and the basic requirements of the primary school mathematics teachers’ qualification examination.The fourth step is to combine the contents of the first three steps and form a comprehensive picture of the competency dimensions,indicators and key characteristics of novice primary school mathematics teachers.The third part investigates the competence of novice primary school mathematics teachers in a primary school in Chengdu.In order to obtain the school’s novice primary school mathematics teachers’ competence panorama.The novice primary school teachers in S elementary school have the following problems: first,they are not good at knowledge;second,the novice primary school mathematics female teachers in S elementary school have lower ability scores;third,the teachers whose teaching age is less than one year have lower professional sentiment.The fourth part is based on the survey data,analysis of the school’s novice primary school mathematics teachers are not competent reasons.In view of the existing problems,the main reasons are the interaction between the subject and the object.The fifth part aims at the three manifestations of the incompetence of novice primary school mathematics teachers in our school and the reasons that affect the competence of novice primary school mathematics teachers.From the perspective of school research,this study proposes that the training of novice primary school teachers should be included as a special plan,the second is to strengthen the awareness of teachers’ professional development,and the third is to create relaxed and pleasant ones.The working atmosphere,the fourth is to develop targeted after-service training,and the fifth is to help teachers to speed up the completion of their own shortcomings,including five strategies in order to help the school novice primary school mathematics teachers professional development.