Research On Construction Of Evaluation Model Of Elementary School Mathematics Teachers’ Teaching Ability Of "Problem Posing"

Mathematics"problem-posing"teaching has the educational value of realizing the fairness and maximization of students’learning opportunities,promoting students’understanding of mathematics knowledge and stimulating students’creativity.In recent years,the topic of integrating"problem-posing"into school education has gradually become the focus of mathematics curriculum and teaching reform in various countries.Mathematics curriculum documents such as the"School Mathematics Curriculum and Evaluation Standards"in the United States and the"Interpretation of Middle School Learning Guidance Essentials·Mathematics Section"in Japan all emphasize that teachers should give students opportunities to pose problems.The"Compulsory Education Mathematics Curriculum Standards（2022 Edition）"in China also emphasize that teachers should enhance students’"problem-posing"ability in the general goal,section goal and course content.Mathematics textbooks at home and abroad also present the"problem-posing"teaching tasks in the form of static text.However,although the mathematics curriculum standards and textbooks attach great importance to the"problem-posing"teaching,the"problem-posing"teaching of mathematics is faced with the practical problems of transformation from curriculum concept to teaching practice.Less distribution of"problem-posing"in textbooks,subjective and objective obstacles in teachers’"problem-posing"teaching and imperfect teaching evaluation system lead to great challenges when teachers integrate"problem-posing"into mathematics classroom teaching activities.How to improve the practical dilemma of mathematics"problem-posing"teaching in order to play its educational value is an urgent task in the field of mathematics education and teaching.As an important organizer of mathematics"problem-posing"teaching,teachers’"problem-posing"teaching ability will directly affect the comprehensive implementation of"problem-posing"teaching,and then affect the generation of students’"problem-posing"ability and innovation ability.However,at present,the research on mathematics teachers’"problem-posing"teaching ability is relatively scarce in theory and practice.There is no standard and evaluation framework for teachers’"problem-posing"teaching ability,and the evaluation of teachers’"problem-posing"teaching ability is the catalyst for teachers’professional development.Based on this,this study takes the elementary school mathematics teachers’"problem-posing"teaching ability as the research topic,and the construction and application of the elementary school mathematics teachers’"problem-posing"teaching ability evaluation model as the main content.Based on the theory of teacher professional development,the theory of social and cultural activities,the constructivist teaching theory,this study comprehensively uses the literature research method,expert consultation method,analytic hierarchy process,survey research method,and statistical analysis method.Through literature review,implication analysis,index system construction,index weight calculation,model construction,evaluation tool development,and model application,it mainly studies the connotation and characteristics of teaching ability proposed by primary school mathematics teachers,what is the composition,how to construct the evaluation model,how to develop the evaluation tools,and what is the status quo.The following conclusions are drawn:First of all,the"problem-posing"teaching ability of elementary school mathematics teachers is the ability that teachers proposed the"problem-posing"teaching goals according to the material design of mathematics curriculum,created the problem situation,gave the specific requirements of the"problem-posing"task,then organized students to pose and solve mathematical problems,reflected the process of"problem-posing"teaching to achieve the teaching goal.Its characteristics are situational elicitation,interactive generation,factor integration and practical development.Secondly,the evaluation index system of elementary school mathematics teachers’"problem-posing"teaching ability is composed of three first-level indicators:"problem-posing"teaching design ability（Y₁）,"problem-posing"teaching implementation ability（Y₂）,"problem-posing"teaching reflection ability（Y₃）,and nine second-level indicators:the ability to design"problem-posing"teaching goals(X₁₁),the ability to design"problem-posing"teaching tasks(X₁₂),the ability to presume the problems posed by students(X₁₃),the ability to deal with the problems posed by students(X₂₁),the ability to evaluate students’"problem-posing"thinking(X₂₂),the ability to organize classroom interaction through the problems posed by students(X₂₃),the ability to reflect on the appropriateness of"problem-posing"teaching tasks(X₃₁),the ability to reflect on the appropriateness of dealing with the problems posed by students(X₃₂),the ability to reflect on the appropriateness of one’s own"problem-posing"teaching behavior and teaching concepts(X₃₃).Thirdly,according to the index weight,the"problem-posing"teaching ability of primary school mathematics teachers is expressed by Y,and the evaluation model is:Y=0.36Y₁+0.44Y₂+0.20Y₃,Amongthem,Y₁=0.33X₁₁+0.41X₁₂+0.26X₁₃;Y₂=0.38X₂₁+0.25X₂₂+0.37X₂₃;Y₃=0.30X₃₁+0.28X₃₂+0.42X₃₃.Combined with the evaluation model,a self-made evaluation scale was used to develop a teaching ability evaluation tool for elementary school mathematics teachers.Through expert consultation and exploratory factor analysis,the evaluation scale was finally determined as 36 questions.After confirmatory factor analysis,the data show that the model fits well and the model is reasonable.Finally,after testing,the overall level of elementary school mathematics teachers’"problem-posing"teaching ability is good,but the"problem-posing"teaching implementation ability and"problem-posing"teaching reflection ability are slightly better than the"problem-posing"teaching design ability.In group differences,elementary school mathematics teachers of different gender,age,professional title level,the highest degree and teaching grade have no significant differences in"problem-posing"teaching design ability,"problem-posing"teaching implementation ability and"problem-posing"teaching reflection ability.However,elementary school mathematics teachers of different teaching ages have significant differences in"problem-posing"teaching design ability and"problem-posing"teaching implementation ability.Specifically:in the ability of"problem-posing"teaching design,elementary school mathematics teachers with more than 20 years of teaching experience are significantly higher than elementary school mathematics teachers with 15-20 years of teaching experience and elementary school mathematics teachers with 0-5 years of teaching experience;in terms of the implementation ability of"problem-posing"teaching,elementary school mathematics teachers with teaching experience of more than 20 years are significantly higher than those with teaching experience of 0-5years.Based on the research results,this paper puts forward some countermeasures and suggestions such as increasing the intensity of training to expand the radiation range of elementary school mathematics teachers’"problem-posing"teaching ability training,relying on the integration of information technology and teaching to develop"problem-posing"teaching resource library,solving the creation of"problem-posing"task ability short board to enhance"problem-posing"teaching design ability,strengthening the handling,assessment and interaction of"problem-posing"teaching activities to improve the ability of"problem-posing"teaching implementation,encouraging elementary school mathematics teachers to actively try"problem-posing"teaching and reflection to create more learning opportunities for students.In short,through theoretical and empirical research,this study constructs the evaluation model of elementary school mathematics teachers’"problem-posing"teaching ability,which enriches the research in this field.However,there are still shortcomings such as limited research methods,insufficient theoretical depth,simple empirical research,and limited application scope of the model.In the future,we can enrich research methods,strengthen theoretical discussion,and carry out more in-depth research.