An Empirical Study On The Core Qualities Of Middle School Mathematics Teachers

In recent years,researches on students’ core literacy have gradually increased.What kind of abilities do teachers need to implement and develop their core literacy in the classroom teaching process,What is the ability to be at the core of the teacher’s ability system,These questions require us to carry out more researches.But so far,China’s researches on it are based on the representational research of the macroscopic depiction of the teacher’s classroom teaching ability system and the composition of the teacher’s classroom teaching core competence system lacks empirical research.Under this background,this study conducts empirical research on the core competence of mathematics teachers’ classroom teaching,which is first benefit to the implementation of education and teaching objectives,and to the implementation and development of students’ core literacy.Second,it is conducive to combing the teacher’s classroom teaching ability structure and promoting the efficient implementation of teaching.Third,it is good for improving the professional ability of teachers and promoting the improvement of teachers’ teaching level.This research mainly adopts the literature research method,the questionnaire survey method,the interview method and the case analysis method.From the perspectives of quantitative and qualitative,it extracts and constructs the core competence elements of the middle school mathematics teachers’ classroom teaching,and on this basis,the model is Indepth interpretation.The process and conclusions of this study are as follows:First,through the literature analysis method,the ten dimensions of classroom teaching ability are extracted,which are the design ability,the implementation ability,the evaluation ability of classroom teaching,the management ability,the monitoring ability,expressive ability,communicate ability,reflection ability,research ability,and ability to apply modern technology in classroom teaching.Second,through the analysis of questionnaires and interview data and Du Ping’s classroom teaching ability scale,the preliminary core competence framework of middle school mathematics teachers’ classroom teaching is constructed,including the design ability,the implementation ability,and the reflection ability in classroom teaching.The abilities to study and the abilities in classroom teaching are four dimensions;Each level is divided into different secondary dimensions.Third,through further analysis of the questionnaires and interview results,the final core competence structure of the middle school mathematics teachers’ classroom teaching is obtained.The components are analyzed in combination with the cases to understand the connotation and characteristics of the core competence of the classroom teaching.