Research On The Mathematical Modeling Level Of High School Mathematics Teachers

At present,the new round of curriculum reform is closely around the core quality of the subject.How to cultivate and evaluate the core quality of the subject of students has become a research hotspot for teachers and educational researchers.The cultivation of the core quality of the subject needs the combination of the knowledge of the students and the practice of classroom teaching.As the leader of classroom teaching activities,the teacher’s professional quality and accomplishment will inevitably affect the cultivation of students’ core literacy.Mathematical modeling,as one of the core qualities of six senior high school mathematics disciplines,mainly refers to students’ learning to "observe the world with mathematical vision,think about the world with mathematical thinking and express the world with mathematical language".As the main position of cultivating students’ mathematical modeling literacy,the mathematical modeling level of high school mathematics teachers directly restricts the cultivation of students’ mathematical modeling.Based on the investigation of the mathematical modeling level of senior high school mathematics teachers,the following three questions are specifically studied:(1)what is the current situation of the mathematical modeling level of senior high school mathematics teachers in Xinjiang?(2)What are the factors that affect the mathematical modeling level of high school mathematics teachers in Xinjiang?(3)Strategies to improve the mathematical modeling level of high school mathematics teachers.Around the above problems,the evaluation framework of mathematics modeling level of senior high school mathematics teachers is constructed,and the test paper for evaluating mathematics modeling level of senior high school mathematics teachers is compiled.Taking the students of two classes of senior high school mathematics in the summer training program of Xinjiang in 2019 as the research sample,the research data are obtained by using the methods of test paper and interview.Through the analysis of the survey data,the following conclusions are drawn:(1)the overall level of mathematical modeling of high school mathematics teachers in Xinjiang is low,showing the characteristics of more low-level people and less high-level people;(2)the four sub levels of mathematical modeling literacy of high school mathematics teachers in Xinjiang are in the transition from level one,level two to level three;(3)high school mathematics teachers are in the function side The mathematical modeling performance of face is better than that of geometry and algebra,and the performance of geometry and algebra is significantly better than that of probability and statistics;(4)there is no obvious relationship between teachers’ teaching age and mathematical modeling level,and there is a large difference in the level of mathematical modeling within the 1-3-year-old group,and there is no significant difference between the 4-7-year-old group and the 8-year-old group or above;(5)the test paper of mathematical modeling for teachers with graduate education The accuracy of the test is better than that of the teachers with bachelor’s degree.The teachers with bachelor’s degree pay more attention to the thinking process,express concisely and highlight the key points.The teachers with graduate’s degree pay more attention to the details of thinking,express carefully and discuss completely.Based on the problems found in the process of investigation and the current situation of education,this paper analyzes the causes,and finally puts forward corresponding suggestions to improve the mathematical modeling level of high school mathematics teachers from the aspects of improving the understanding of the importance of "mathematical modeling",carrying out systematic mathematical modeling training and issuing policies to improve the level of mathematical modeling of front-line mathematics teachers.