Mathematics Teachers' Professional Independent Development Method Based On IFIAS

In the new era,the country's understanding of "what kind of person to train" has changed.The society's professional demands for teachers have changed from ability-based to literacy-based,the role of teachers in the new curriculum reform,the changes in curriculum content,and the reform of teaching methods.And so on continue to put forward higher demands on teachers.To train high-quality teachers,and to build a high-quality teaching team,we must pay attention to the professional development of individual teachers.At present,on-the-job training cannot take care of every teacher.The existing training methods are insufficient,work and development conflict,teaching and scientific research are out of touch,etc.,which makes the professional development of teachers rely on teachers themselves.The social status of teachers has risen,and the teaching profession has attracted many highly educated talents;colleges and universities also pay attention to cultivating teachers' teaching and research abilities during pre-vocational education;in-job teachers are both learners and researchers,so teachers have the ability to develop independently.However,the existing methods of teacher professional self-development,such as reflection and action research,lack process and systematicness,and lack monitoring of the effects of teachers using these methods.Based on this,this article constructs a method of teacher professional independent development based on "reflective teaching" and "communication teaching theory",which is communication,reflection,and development method.This method is based on the improvement of classroom teaching practice,is committed to resolving the conflict between work and development,and promotes development through reflection.This method creatively uses iFIAS as a classroom analysis tool and a means to promote teacher reflection,and uses iFIAS analysis results as a reference for teacher reflection,making teacher reflection more comprehensive and scientific.This method satisfies the requirements of teachers' own development.It is initiated by the individual,self-regulated,and acted independently.It integrates teachers' teaching activities,learning activities and research activities closely,and promotes teachers to become"researchers" step by step through reflection and practice.Therefore,teachers can continue to obtain professional development.Because mathematics knowledge is and logically rigorous,mathematics teaching relies more on the processing of teachers,and mathematics classrooms need real-time monitoring and evaluation,so this method has more advantages in promoting the professional independent development of mathematics teachers.Therefore,this article selects a high school math teacher L to conduct a case study to clarify the process of reflection,correction and improvement,compare and analyze the two classroom teaching situations before and after the improvement,from the classroom structure,teacher-student question and answer,steady state,teacher-student emotion,Interpretation of the five aspects of the dynamic curve reveals that after using this method,teacher L has more reasonable control of class time,more streamlined classroom questioning,higher student initiative and participation,and fuller classroom content,which improves teaching and research capabilities.The feasibility and effectiveness of the method are verified.