The core of teachers' professional development is to ask teachers to deeply understand the true meaning of education. Professor Ye Lan of East China Normal University pointed out: "Only by taking the cultivation of people and the self-shaping of complete personality, not just the imparting of knowledge, as the ultimate goal of education, can we develop the infinite possibilities of life in the process of education, and teachers can become people full of the spirit of the times and innovative spirit, and the teaching profession can be as irreplaceable as doctors and lawyers." Especially for primary school mathematics teachers, the particularity of their subjects is more demanding, and the improvement of their professional level is more important. Therefore, I take the liberty to make the following suggestions for the professional development of primary school math teachers:
First, the persistent discussion of mathematics teaching problems
Halmos, a famous American mathematician, said: "The problem is the core of mathematics." Similarly, the persistent discussion on mathematics teaching is also the knot of every mathematics teacher's professional development. Mathematics teaching includes not only subject knowledge and teaching methods, but also subject ideas. Specific to the solution and variation of a mathematical problem, the creation of problem situations and the design of teaching methods, the evaluation and reflection of the problem-solving process, the formation and cultivation of mathematical ability, the experience and cultivation of mathematical emotions, the generalization and development of mathematical ideas, etc. The discussion and solution of these problems can effectively promote the growth of teachers. Only when math teachers don't let go of many practical problems encountered in math teaching and ask others for advice in time can they promote the smooth development of their math teaching specialty.
Second, the continuous learning of mathematics education theory
Luo Shuhua said that teachers' learning is the requirement of the new century and new era, the need to fulfill the mission of educating people, and the need to renew ideas, improve themselves and improve the quality of life. The content of learning is: 1. Professional knowledge and skills; 2. Knowledge and skills in modern life; 3. Knowledge and skills of "lifelong learning". The key links in learning are reading, thinking and since the enlightenment. Similarly, the professional development of mathematics teachers also needs systematic professional training and theoretical study. These trainings should be carried out according to the different stages of teachers' development and with teachers' teaching practice, including new teachers' induction training, young teachers' new seedlings training, young teachers' backbone training, famous teachers' training and Olympic Mathematics training, as well as new curriculum and new concept training, including further education. At the same time, in teaching practice, we should constantly learn the theory of mathematics education, especially the contemporary theory of mathematics education, and update the concept of mathematics education in time. The appearance of toffler's The Third Wave marks the beginning of the information revolution. A person's mathematical quality is the general name of mathematical concepts, knowledge and ability acquired mainly through acquired learning on the basis of congenital, and it is a stable psychological state.
It includes four levels: mathematical consciousness, thinking quality, creative ability and mathematical language. The formation of these mathematical qualities is inseparable from learning.
Third, the repeated practice of mathematics classroom teaching
Example teaching is the most effective practical link, and classroom is the main position of mathematics education and teaching activities. The characteristics of an excellent teacher include stable and lasting professional motivation, excellent teaching ability-teaching content processing ability, educational wit, ability to communicate with students, teaching organization and management ability, language expression ability, teaching research ability, ability to use various teaching methods and means, and good personality characteristics-which have a high degree of self-regulation and promotion ability for education and teaching. These qualities should be exercised in repeated practice in class. Education and teaching practice is the basic platform for the development of mathematics teachers. Teachers' wisdom is acquired in education and teaching practice; Improve teachers' ability in teaching practice; The value of teachers is realized in the practice of education and teaching. Professor Gu Lingyuan once said that math teachers should refine themselves in the "classroom struggle". Therefore, mathematics teachers must promote the gradual development of their major in repeated practice and decisive battle in mathematics classroom.
Fourth, the profound reflection on mathematics classroom practice.
Reflection is to take oneself as the research object, study one's own educational idea and practice, reflect on one's own educational practice, reflect on one's educational idea, educational behavior and educational effect, so as to adjust one's educational idea in time and improve one's teaching effect. Teachers' reflection refers to the process in which teachers critically examine their own subjective behaviors and their behavioral basis in education and teaching, and through reviewing, diagnosing and self-monitoring, they can affirm, support and strengthen, or deny, think and correct, so as to continuously improve teaching efficiency. Teachers' reflective ability is the core factor of teachers' professional development and self-growth, and it is also a necessary part of modern teachers' quality. As J.Galderheal said, "Successful and efficient teachers often reflect on important things in their career actively and creatively, including their educational purpose, classroom environment and their own professional ability." "Reflection is widely regarded as a decisive factor in teachers' professional development. "American psychologist Posner put forward the formula of teacher growth: growth = experience+reflection. Mathematics is inseparable from thinking and reflection, and the professional development of mathematics teachers is no exception.
V. Reform and innovation of mathematics education model
Teacher education research can promote teachers' professional growth, constantly improve teachers' self-renewal ability and sustainable development ability, and enhance teachers' professional fun, sense of value and dignity. If a teacher lacks the eyes of researchers, it is difficult for him to become an expert teacher; And if a teacher does not engage in real scientific research activities, it is difficult for him to form a researcher's vision. Innovation is the soul of teachers' practical activities, and educational research is the booster of teachers' development. Teachers have innovative potential: (1) Professionals are not only the inheritors and practitioners of existing professional knowledge and skills, but also the developers of professional knowledge. (2) Some practical, unpredictable and unprecedented teaching situations are a powerful incentive for teachers, and the universal and accidental connections shown in these situations can continuously form new professional knowledge among teachers. As professionals, teachers can experience the happiness of rational release and creative impulse in this situation. (3) The potential of teachers' professional innovation includes: teachers' reflection on their own teaching behavior and action research on challenging teaching situations. It can be seen that excellent math teachers are developed in teaching research and reform and innovation. Teachers are the key to teaching reform, and teachers need to shoulder the important mission of overcoming human ignorance and bad habits.