Research On The Curriculum Implementation Of Cultivating Intellectual Life Mathematics Teachers

The special education in Xinjiang areas is a microcosm of the special education in China’s ethnic areas,and the research on it is of great significance to the construction of the Western areas with Chinese characteristics,it also plays a key role in enriching the connotation of teaching quality of special education courses in the West and balancing educational resources in the East and west.Life Mathematics is a powerful basic subject for mentally handicapped students to solve problems and adapt to social life.However,due to the high rigor and strong logic of mathematics,it needs the help of complex cognitive process,the students who lead to the slow development of logical thinking have many difficulties in learning.How to solve this problem,grasp the implementation of the teacher’s curriculum is the key.After reviewing domestic and foreign literature,it is found that the related research of curriculum implementation mainly focuses on the theoretical elaboration,and the empirical research mainly focuses on the teacher’s classroom teaching due to nature,however,from the perspective of teachers,there are relatively few overall achievements in exploring her“cognitive understanding-curriculum practice-comprehensive reflection”.Teachers are the main constructors and creators of curriculum implementation.Teacher’s professional accomplishment plays a decisive role in the quality of curriculum implementation.The curriculum implementation of teachers is a multi-dimensional and complicated dynamical system process.Under this background,the research theme of “Curriculum implementation of teachers”has been established.Based on the qualitative research paradigm,the study followed 11 life mathematics teachers from the Intellectual Cultivation School in Yining,Xinjiang,for four months,based on the methods of interview,observation and object analysis.This paper makes a deep understanding and analysis of its curriculum cognition,curriculum action,curriculum emotion and curriculum reflection,and sums up its experience and deficiency,in the hope of providing reference for the curriculum implementation of the teachers in the schools for intellectual cultivation in the western region of China.The research mainly focuses on the research results,the results of the advantages and disadvantages of analysis,promotion strategy in three parts.First of all,the results reveal that the implementation of Life Mathematics Teacher’s curriculum has a certain complexity,openness,diversity and interventionism.In curriculum cognition,teachers have a high degree of recognition and value to the life mathematics curriculum and the new curriculum standard,but the subject consciousness of curriculum is weak and the understanding of the curriculum standard is not deep enough.In the course of action,reasonable stratified goals are set,life-oriented teaching concept is followed,group teaching is given priority to,supplemented by group and individual teaching,and evaluation indicators are abundant.However,novice teachers lack the fit between classroom practice and goals,inadequate resource preparation,and single teaching methods and evaluation subjects.In the course affection,he has the dual attitude of positive love and responsibility to the mathematics course,and has the ambivalence of high special teaching feelings and diversified role consciousness to the students,showing the characteristics of "giant" in thought and "dwarf" in action.In the course reflection,internal practice reflection is adopted while external critical reflection is advocated.The mode of reflection is mainly teaching plan writing,and the reflection perspective focuses on teachers’ teaching and students’ learning,while the perspective of policy theory is lacking.Secondly,the problem analysis shows show symbiotic characteristics of pros and cons.On the one hand,the promulgation of the national policy,the guidance of the school curriculum reform,the teacher’s special qualities and the harmonious relationship between teachers and students promote the smooth implementation of the curriculum.On the other hand,some teachers lack professional skills,low professional quality and insufficient external support,which restrict the implementation of teachers’ curriculum.Finally,the promotion strategy mainly includes inside and outside two aspects.Teachers should cultivate their own subject consciousness of curriculum,practice creative consciousness,dig curriculum resources,mold tool thinking,set up self-consciousness,learn to study actively,advocate research consciousness,and improve reflective ability.At the same time,the government lightens administrative tasks,implements special education and special management,establishes inter-school alliances,breaks down ideological barriers,widens practical channels,realizes the school-society-family linkage mechanism,and integrates resources from all sides,to provide the external environment support for the curriculum implementation of life mathematics teachers.