Investigation And Research On The Current Situation Of Heterogeneous Teaching And Research In The Same Course Of Mathematics In Middle Schools

Teaching and research work has always been the support for the improvement of education and teaching quality.The form of homogenous and heterogeneous teaching and research has injected fresh blood into teaching and research work and become an effective path for teachers' professional development.What is the status quo and what are the problems? In order to get the answer,a questionnaire was developed to explore the status quo of teaching and research in middle school mathematics with the same curriculum,so as to optimize the form of activities and promote the development of teaching and learning.In order to effectively understand the status quo of the iso-class heterogeneous teaching and research activities in middle school mathematics and find the problems,the research questions are determined as follows :(1)how to construct a comprehensive and reasonable index framework for the investigation of the status quo of iso-class heterogeneous teaching and research in middle school mathematics?(2)What is the status quo of heterogeneous teaching and research activities in middle school mathematics?(3)What problems exist in the heterogeneous teaching and research activities of mathematics in middle schools and how to improve them?In order to establish the index framework for the investigation of the status quo of teaching research in mathematics of the same curriculum and heterogeneity in middle schools,literature collection,sorting and analysis were firstly carried out to preliminarily complete the framework construction,and then experts were consulted to revise the framework.Four first-level indicators were determined,including activity development,activity implementation,activity benefit and activity attitude.The 13 secondary indicators include participation,scope and level,development form,subject determination,lesson preparation,classroom teaching,discussion and evaluation,self-reflection,development attitude,implementation attitude,professional concept and ethics,professional knowledge,professional ability,and 47 specific observation points.First according to the preliminary indicator framework for middle school mathematics lesson with heterogeneous research status quo of the questionnaire,then try to forecast the questionnaire,under the condition of guarantee reliability good questionnaire,the questionnaire item is modified,perfect,again on the revised item for the second time the expert consultation,inspection results for the questionnaire validity of good,the last letter of the questionnaire validity standards on the basis of issuing a formal questionnaire.Through the analysis of the survey results,it is found that :(1)the heterogeneity rate of teachers' participation in the same class is low and their participation status is single;The scope of activities is small;The form and type of development are single.(2)The same class heterogeneous selected topics through systematic research;Single course type;Independent lesson preparation has become the main form of heterogeneous lesson preparation;Single reference materials for lesson preparation,relying only on teaching materials and auxiliary materials;The teaching design of the same class is homogeneous.Attach importance to discussion and evaluation,but the evaluation mechanism needs to be further improved;Teachers' reflective consciousness after activities is not strong.(3)The overall attitude of the teachers towards the heterogeneous development of the same class is positive and the willingness to participate is strong,but the activities are divorced from the actual needs;It is necessary to further improve the implementation mechanism of lesson preparation,discussion and evaluation,and self-reflection.(4)The heterogeneity of the same curriculum can effectively promote the professional development of teachers,especially the improvement of professional ability.(5)Teachers of different teaching ages,ages,regions and educational backgrounds have different promoting effects on teachers' professional development after participating in the same class heterogeneity.The corresponding countermeasures and suggestions are given to the problems in the teaching and research activities of the same curriculum and heterogeneity in middle school mathematics: focus on the construction of the same curriculum and heterogeneity system to improve the overall effectiveness;To optimize the heterogeneous process of the same course and promote the symbiosis of teaching and research;Strengthen the guidance of heterogeneous majors with the same course to meet the needs of the subject;According to the benefits of the same class heterogeneity,effectively promote teacher development;Promote the concept of activity education and pay attention to the value of mathematics;Optimize the resources of the same class and heterogeneous class examples to improve the awareness of mathematical achievements.