Research On The Situational Response Ability Of Middle School Mathematics Teachers In Classroom Teaching And Its Related Factors

In the opinions of the state council of the CPC central committee on comprehensively deepening the reform of teacher troop construction in the new era issued by the state council of the CPC central committee in 2018,it is pointed out that teachers’ professional quality and ability should be constantly improved.In June 2019,the state council of the CPC central committee promulgated the opinions of the state council of the CPC central committee on deepening the reform of education and teaching and comprehensively improving the quality of compulsory education,which emphasized the enhancement of teachers’ teaching ability.Teachers’ teaching ability is also an important focus of TALIS and TEDS-M.More and more attention is paid to the teaching ability of teachers,and more and more attention is paid to the research on teachers.Therefore,this study takes in-service teachers and pre-service teachers as research objects,aiming to study teachers’ situational response ability in classroom teaching(SRC)and its related factors,and raises the following research questions :(1)What is the overall status of SRC in classroom teaching among middle school mathematics teachers?(2)Do different types of teachers,different teaching ages and their gender have differences in SRC of middle school mathematics teachers’ classroom teaching?If so,is it significant?(3)What is the relationship between SRC and MPCK,belief and self-regulation?This study is divided into two parts: the first is to measure the SRC of teachers’ classroom teaching.Based on the relevant contents of ZDM,an international authoritative journal of mathematics education,the author translated and revised with the help of experts’ opinions,and finally formed the "video coding dimension rating scale of middle school mathematics teachers’ classroom teaching situation response ability" based on video clips.The second is the study on the relevant factors of teachers’ situational response ability in classroom teaching.Firstly,through combing a large number of literature and synthesizing the opinions of several experts,a questionnaire on factors related to classroom teaching situational response ability was preliminarily formed.After several tests and revisions,the questionnaire on SRC and related factors of middle school mathematics teachers’ classroom teaching situational response ability was formed,which was divided into three dimensions of teacher MPCK,teacher belief and self-regulation,with a total of 34 questions.Through the test,the reliability coefficient of the questionnaire is 0.858,with good validity,which can be used as a survey tool for src-related factors in middle school mathematics teachers’ classroom teaching.Based on the research tools of "middle school mathematics teachers classroom teaching situation response ability video coding dimension rating scale" and "middle school mathematics teachers classroom teaching situation response ability SRC and related factors questionnaire",the research objects were investigated.In the video interview,the subjects were asked to explain how they would continue to present the course in two short video clips that ended at the "educationally critical" point.According to the teacher’s answer recording and editing into text,according to the "middle school mathematics teacher classroom teaching situation response ability video coding dimension rating scale" code,the teacher’s classroom teaching SRC;At the same time,questionnaire survey was conducted on the research objects.SPSS software and AMOS software were used to analyze the structural equation model of the questionnaire data,and the relationship between SRC and relevant factors in classroom teaching was studied.Through the above research,the research conclusions are drawn :(1)the overall condition of teacher SRC is good,and the methodological ability(MC)of middle school teachers is better than that of high school teachers.(2)there are significant differences between teacher types and teacher SRC.The SRC and its sub-abilities of in-service teachers are superior to those of pre-service teachers.(3)there is no significant difference between gender and teacher SRC;(4)teaching age has significant difference on SRC of teachers.Among them,the SRC with 11-15 years of teaching experience is the highest.(5)through SPSS and AMOS structural equation model,it is revealed that teacher MPCK,belief and self-regulation are positively correlated with teacher SRC.The order from big to small,from strong to weak is: teacher belief > teacher MPCK > teacher self-regulation.Finally,teaching Suggestions are put forward :(1)MPCK is the foundation for the steady improvement of SRC.(2)teachers’ belief and self-regulation are the guides for the continuous improvement of SRC.(3)SRC in the classroom teaching of classification and stratification.Pre-service teachers focus on strengthening the methodological ability(MC)and integrate it into teaching,so as to stand on the platform more quickly.In-service teachers should strengthen the learning of cross-school knowledge to ensure the integrity of knowledge system;After 15 years of teaching,teachers improve their own beliefs and self-regulation to maintain a high level of sustainable development.