Research On The Current Situation Of The Deep Work Of Middle School Mathematics Teachers

From reducing the burden for students to reducing the burden for teachers,the essence is to increase the learning effect and teaching efficiency.Asking for efficiency from the classroom is actually asking for efficiency from teachers.Can teachers achieve classroom development goals more efficiently,have they mastered high-level teaching,and have they touched the essence of teaching work,broken away from the superficial,and reached a certain depth? Deep work,as a work state that achieves high-quality creative output at work,can be used to describe the high-efficiency teaching development of teachers.Based on this,this research focuses on the following questions: What is the current status of the deep work of middle school mathematics teachers?Combined with Schaufeli's work engagement UWES-17 scale and work immersion WOLF questionnaire,the study compiled a work engagement questionnaire for middle school mathematics teachers,including three dimensions of focus,vitality,and intrinsic motivation to work.Working Time Allocation Questionnaire.The Questionnaire Star Network questionnaire was sent to different types of middle school mathematics teachers' national training project groups,and 224 valid questionnaires were finally obtained.Then,an interview questionnaire was developed according to the survey results,and the interviews were carried out from two dimensions of teachers' deep work status and influencing factors.The results of questionnaire data analysis show that:(1)Middle school mathematics teachers generally have longer working hours,but shorter time for lesson preparation and after-school reflection.Teachers work an average of 10.4 hours a day and 60.15 hours a week.The time spent by teachers in classroom teaching and lesson preparation only accounted for34.9% of all working hours,and teachers' after-school reflection,professional knowledge learning and other work hours to promote professional development accounted for 16% of the total time;(2)The work of middle school mathematics teachers The average score for focus engagement was 3.794.Among the sub-dimensions,the average score of the focus dimension is3.784,the average score of the vitality dimension is 3.795,and the average score of the intrinsic work motivation dimension is 3.823.The overall level and each sub-dimension are classified according to the level of middle level;(3)The deep work of middle school mathematics teachers still needs to be improved.More than 70% of the total number of teachers with deep work in classroom teaching reach the middle and high level,in other teaching-related jobs,only 38.8%of teachers are in a high level of deep work.Half of the teachers outside classroom teaching are highly focused on an average of only 10-45 minutes a day,and even more than 10% of teachers have no time to focus on classroom teaching at all outside work.The interview results show that:(1)The deep work level of middle school mathematics teachers in education and teaching is as follows: classroom teaching time investment and concentration are sufficient,but extra-classroom teaching work time and concentration investment are lacking;(2)Middle school mathematics teachers In terms of professional growth,the level of deep work status is as follows: the investment of time and concentration is insufficient.Based on the research findings,this paper provides suggestions for middle school mathematics teachers to improve the status quo of deep work.