| Since the new round of education reforms,teachers’ beliefs have always attracted much attention from scholars.To succeed in education reform,frontline teachers need to change their beliefs in education and teaching.In recent years,as the concept of core literacy education has been put forward,teachers are required to keep up with the pace of the times.As an important stage in students’ study and life,the junior high school period is a critical period for cultivating students’ good study habits and learning methods.Mathematics is a subject that students must learn.The educational and teaching concepts held by mathematics teachers will affect teachers’ teaching behaviors and have a great impact on students’ learning and life.The importance of teachers’beliefs is self-evident.However,from the existing research,there is still relatively little research on the beliefs of mathematics teachers in junior high schools in Beijing.Therefore,this study took 131 Beijing junior high school mathematics teachers as the survey subjects and 6 Beijing junior high school mathematics teachers as interview subjects.Using a combination of quantitative and qualitative research methods.Through combing the research results of teachers’ beliefs at home and abroad,the specific questionnaire and interview topics of this research are determined.Based on Xie Shengying’s "Middle School Mathematics Teacher Cognition Belief System Scale" questionnaire,the questionnaire was revised by adding questions,and the pre-test was carried out.The questionnaire was revised again according to the analysis results of the prediction paper,and the final formal questionnaire was obtained.Analyze the current situation of Beijing junior middle school mathematics teachers’ beliefs from five dimensions:mathematics beliefs,mathematics learning beliefs,mathematics teaching beliefs,student beliefs,and self-belief;compare the differences in teacher beliefs under different background factors such as teaching age,professional title,and educational background;explore mathematics beliefs,The correlation between mathematics learning beliefs,mathematics teaching beliefs,student beliefs,and self-belief;through four interview topics such as teaching reflection and school environment,the influencing factors of teachers’beliefs are found.The findings of this study are as follows:1.The overall level of beliefs of mathematics teachers in junior high schools in Beijing is relatively good,but some teachers still have insufficient beliefs in mathematics learning and teaching.After analyzing the collected test data.The results found that the average values of each belief dimension in the teacher belief questionnaire and each item in the total table are greater than 2.5.This shows that the overall level of beliefs of Beijing junior middle school mathematics teachers is better.In addition,judging from the percentages of the subjects’ choices for each question in each dimension,there are still some deficiencies in Beijing’s junior high school mathematics teachers in terms of mathematics learning beliefs and mathematics teaching beliefs.2.The differences of teacher beliefs under different background factors are different.The differences of teachers’ beliefs under different background factors are different.Specifically,male and female teachers have significant differences in mathematics beliefs;teachers with senior and senior professional titles and teachers with other types of professional titles have significant differences in mathematics beliefs and mathematics learning beliefs;teachers with different educational backgrounds have no significant differences in teacher beliefs Sexual differences;different types of key teachers have no significant differences in teacher beliefs;teachers of different teaching ages have significant differences in student beliefs.3.Mathematics beliefs,mathematics learning beliefs,and mathematics teaching beliefs are positively correlated.Through the correlation analysis of the questionnaire data,there is a positive correlation between mathematics beliefs,mathematics learning beliefs and mathematics teaching beliefs.4.There is a positive correlation between student beliefs and mathematics beliefs and self-belief.Through the correlation analysis of the data in the questionnaire,it is found that there is a positive correlation between student beliefs and mathematics beliefs and self-belief.5.Factors such as teachers’ reflection on teaching will have an impact on mathematics teachers’ beliefs.After analyzing the content of the interviews,students and teachers’ reflection on teaching,teacher training,and core teachers in the school will have an impact on the beliefs of mathematics teachers.Based on the above research findings,the author puts forward several suggestions to supplement teachers’ personal professional knowledge of mathematics and cultivate students’ feedback ability. |
