The Research On Identity And Construction Of Novice Mathematics Teachers In Primary School

The century-old plan is based on education.The German philosopher Jaspers said,"The essence of education is that a tree shakes another tree,a cloud pushes another cloud,and a soul awakens another soul.The ultimate mission of education is to cultivate talents,among which teachers play a decisive role.In the information age,teachers are expected by all walks of life.However,in addition to the role of teachers expected by society,how do teachers know themselves and how do they view their identity?What kind of a soul is a teacher,to wake up another soul?This involves a series of problems in the development of teacher identity.However,most of the research objects on teacher identity are foreign teachers or English teachers,and there is little attention paid to primary school teachers,especially to new primary school math teachers.But elementary school math teachers,who are numerous and stand firm at the beginning of education,are the ones who lead children through the gates.How they construct their own identity and how to develop their identity has a great influence on education and teaching.Therefore,it is necessary to carry out research on the identity related issues of elementary school mathematics teachers,in order to provide some references for the development of teachers' identity.Through questionnaire method,classroom observation method and interview method,this study carried out a research on the identity related questions of beginner primary school math teachers,and focused on answering the following two questions:1)How about the status quo and performance of the identity of first-time primary school math teachers?2)How is the identity of beginner primary school math teachers constructed in school education and teaching practice?It lays a foundation for the study of identity and identity construction of elementary school mathematics teachers.This research is mainly divided into the following parts:The first part,through the literature review,the identity theory,session identity theory according to the theory of community of practice on the basis of teacher identity dimensions and its educational value,the construction of teaching environment,teachers' identity,status in the community of practice activities to construct has carried on the summary of related theory,the elementary school mathematics teacher to be appointed as the identity and the essential theoretical foundation of the construction of teaching practice.The second part is an empirical study on the identity of the beginner primary school mathematics teachers.The status quo and performance of identity of primary school mathematics teachers were investigated by questionnaire.Through investigation,it is found that the identity of primary school mathematics teachers is above the medium level.Of course,there are some differences,mainly between regions,between teachers' titles and experience,between the nature of schools,gender differences.In the dimension of personal identity,the level of teachers' identity in urban schools is obviously higher than that in rural schools,and a small part of teachers with professional titles have higher level of identity than that of ungraded teachers.From the perspective of relational identity dimension,the relational identity degree of public schools is higher than that of private schools or private schools,and the mean value of the relational identity dimension of the freshman primary school math teachers as homeroom teachers is higher than that of the ordinary teachers.From the perspective of collective identity dimension,the major learned by new primary school math teachers has a great impact on their level of collective identity,and the level of normal math identity is the highest,while the average value of non-education group identity is the lowest.The third part,through classroom observation,semi-structured interview and other methods to investigate and analyze the construction of the identity of primary school mathematics teachers to promote the role of identity.Classroom observation is mainly based on Zimmerman's conversational identity theory to analyze the construction of discourse identity,situational identity and transferable identity of the freshman elementary school math teachers in the actual classroom scenes,and to analyze and summarize the construction strategies of promoting identity.Interviews were conducted on the participation of community of practice activities,mainly focusing on teaching,research and training activities,the influence of important others and the learning and participation of other collective activities,and analysis was made on how the identity construction of beginner primary school mathematics teachers promoted the development of identity in community of practice activities.The fourth part summarizes and summarizes the research conclusion.Through the research,it is found that the identity of primary school mathematics teachers is as follows:the overall identity degree is above the middle level,but at the same time,there are significant differences.Teachers' personality,educational background and other internal factors,as well as parents' occupation and family education,the school where they teach,the nature of public and private,whether they hold positions and other external factors have great differences in the impact on identity.The status of identity construction is as follows: First,elementary school mathematics teachers have a strong sense of identity construction,and can construct discourse identity to promote identity identification from the perspective of classroom emotional experience;They can take the initiative to learn and negotiate the meaning of identity in community practice to promote collective identity.However,there are also problems such as the lack of situational identity construction.On the basis of the above research,in order to promote the development of identity,this paper puts forward some suggestions to promote identity from the aspects of self-reflection,community consultation,authority and fragile relationship,etc.: attach importance to the practice of reflection,construct the identity of "reflective agent" to enhance the level of personal identity;The construction of identity appropriately follows the "vulnerability shift" to promote the relationship identity;Build the identity of "partner and help each other",walk out of the misunderstanding of "doing things separately",and enhance the collective identity.Self-renewal promotes "resilience" and promotes the sustainable development of identity in the process of coping with challenges.