First, the practical dilemma of rural mathematics teachers' professional development
1, mathematical knowledge and teaching knowledge are inherently insufficient, and there is a lack of effective improvement methods.
In many rural areas, there are few math teachers in junior high schools, and some rural middle schools have not graduated from mathematics for many years. Of the 12 math teachers in a town middle school I am familiar with, only four are from the math department of a junior college, and none of them have studied math. Of the 127 people who participated in the evaluation of the titles of first-class mathematics teachers in a city, only 27 graduated from mathematics colleges. There is a township middle school, where all the teachers who teach mathematics study history and politics. Few primary school math teachers are math majors. Although the success rate of teachers' academic qualifications is getting higher and higher now, many qualified academic qualifications are later obtained through "patching" the diplomas through TV University, Handa University, distance education, self-study examination and further study, which is far worse than that of math teachers in ordinary classes. There are also many rural math teachers who have been transferred from private teachers and have neither received professional training in mathematics nor formal normal education. Many rural math teachers don't know much about pedagogy, psychology, teaching methods, curriculum theory, learning theory, experimental teaching, curriculum reform theory and educational evaluation. And most of them have only a little fur or even no knowledge, and their knowledge is very narrow, not to mention the knowledge of related disciplines and humanities. They rarely hear about some new ideas, new methods, new education and teaching theories, new teaching methods and the development of current disciplines, and they know nothing about independent inquiry. Faced with this situation, many people feel helpless, don't know what to do, don't know how to remedy, and can't find the necessary information, so they slowly put it down.
2. The teaching concept is outdated, the classroom lacks vitality, and there is no motivation for improvement.
For most rural math teachers, it is good to make clear the contents and topics in the textbook. In the classroom, most teachers impart knowledge directly to students, and rarely use traditional "injection" teaching to design problem situations for students to explore, discover and master knowledge independently. Most teachers think that the task of students in class is to listen, accept knowledge and do exercises to consolidate. The classroom is basically "the teacher speaks and the students listen;" Teachers write, students copy; Teachers turn, students practice; In the scene of teachers' exams and students' recitation, students become containers of knowledge, and the chances of participating in teaching are zero, and they simply can't feel the joy and satisfaction brought by the success of inquiry. In some classes, question and answer seems to have bilateral activities. In fact, top students are "actors", students with learning difficulties are "listeners" and other students are "spectators". There is no trace of students participating in the process of knowledge generation and development-there is not much time and space for students to think independently and actively, experience the re-created learning process, and provide students with opportunities for independent inquiry, cooperation and exchange, and full display. What is more serious is that rural teachers generally fail to improve their classroom awareness and promote their own learning, so as to gain the motivation to improve.
3. The school environment and teaching facilities hinder the professional growth of mathematics teachers, and the professional growth atmosphere of individual teachers is not ideal.
In rural schools, "grandparents" teach primary schools, "uncles and aunts" teach junior high schools and "brothers and sisters" teach senior high schools. "Pass, help and take" has no chance to work. It is difficult for young teachers to find experienced and excellent teachers to guide them. Moreover, playing cards in rural areas has become a common practice, and teachers are involved. Some teachers play cards all day long, and their minds are full of professional terms of playing cards. Sometimes when students are asked in class who is on duty today, they actually say who is "sitting in the village" today, and the geometry problem proves it, but they say "harmony". Teachers who are interested in promoting their professional growth are extremely rare. At the same time, the funds of rural schools are seriously insufficient, so it is very difficult to find information on the Internet and communicate with peers outside. It is also difficult to make courseware or use multimedia teaching. Due to the lack of necessary teaching instruments, teaching experiments are difficult to carry out. Therefore, teachers are too lazy to work hard and lose the opportunity to promote their professional development.
4. It is more difficult to manage students and improve their grades. Teachers have life and psychological pressure and have no energy to consider professional development.
Most rural laborers go out to work, leaving their children at home to be taken care of by the elderly or entrusted to others, so a large number of "left-behind students" have emerged. These "left-behind students" are difficult to manage, and "problem students" often come from "left-behind students". Calling parents to report students' performance at school, asking the elderly or other guardians how to manage them, talking to "left-behind students" alone, and hanging around students all day will consume most of the teachers' time and energy. At the same time, the standard of a good teacher in parents' mind is strict, leave more homework, recite more, and spend more time on the key points. No matter whether you train talents or kill them, as long as students are admitted to key schools, they are all good teachers. Therefore, teachers have to cram for the last minute, work overtime, engage in sea tactics and fatigue tactics, and increase students' academic burden. Teachers work hard to find problems, copy questions, solve problems and mark papers, and have no intention to study teaching methods at all, which leads to empty talk about teaching research and reform and stagnant teaching level. In addition, a lot of money for the treatment of rural teachers is not in place, and most teachers have financial difficulties at home. If you don't play cards in your spare time, you have to work in the responsible field or the contracted field. Some also develop aquaculture and planting, and some concentrate on opening stores as bosses. Every day, they think about his business. How can we give consideration to teaching, scientific research and teaching reform and improve our professional level?
5. Teachers are not enthusiastic about mathematics teaching and lack the desire to promote their professional growth.
Many rural teachers are content to be able to cope with the work and not be eliminated. They have no intention of self-study and further study, are unwilling to listen to each other's lectures and are unwilling to be evaluated by their peers. They even feel that their knowledge level and professional ability are still relatively high in the local area, and they have not made efforts to improve their awareness of literacy.
Second, suggestions to promote the professional development of rural mathematics teachers
To ensure the quality of the Chinese nation, we must attach importance to rural education, and to improve the quality of rural education, we must attach great importance to the improvement of mathematics teachers' ideological quality, mathematics subject quality and teaching professional level. It is impossible for a school with low mathematics teaching level to become a qualified school. Therefore, the government, schools and teachers themselves should make efforts to take measures.
1. Improve the status and treatment of rural teachers and provide conditions for teachers' professional development.
If we want rural math teachers to teach with peace of mind and dedication, we must first solve their survival difficulties. In order to make the rural mathematics teachers' profession develop continuously, it is necessary to give teachers the opportunity of on-the-job learning. Teachers should not bear the cost of continuing education and training, but should also formulate policies to support the development of rural teaching, such as organizing a series of activities such as "roving lectures for special-grade teachers" and "sending teachers to the countryside by academic leaders (backbone teachers)" to give play to the leading role of experts, scholars, academic leaders and backbone teachers; Help rural math teachers and urban high-level math teachers to establish a long-term and stable "pairing" and "hand in hand" relationship. In addition, we should provide high-quality teacher training resources for rural schools and send new courses, new knowledge, new technologies and new methods to rural areas.
2. The Education Bureau and schools should have incentives to promote teachers' professional growth, and implement employment pressure on teachers who are not enterprising.
In view of the weak foundation and lack of motivation of mathematics teachers, tuition subsidies should be given to teachers who meet the academic standards but are not majoring in mathematics to continue studying mathematics; Encourage more participation in teaching competitions at all levels; Old teachers should be given certain treatment to help new teachers; Teachers who actively declare their professional titles and scientific research topics and publish papers should be supported and rewarded. At the same time, teachers can be encouraged to keep forging ahead by evaluating key teachers at all levels and holding competitions. Ideological and political work can be carried out in a targeted way through party organizations to help teachers with difficulties in teaching and life solve ideological problems and practical difficulties; Strengthen the education of professionalism and responsibility, let teachers set their own goals, and regularly check and evaluate the completion; Create a learning atmosphere, cultivate learning habits, and promote teachers to improve their cultural quality and theoretical level. Teachers who are unqualified and do not work hard to improve can be adjusted to other jobs or laid off through competition.
3. Teachers should establish correct values, cultivate professional quality and stimulate the motivation of professional growth.
The key to teachers' professional growth lies in teachers themselves. Although we are in the countryside, if we stick to the old ways and do not strive for progress for a long time, there will be an employment crisis. We should see that being a math teacher is glorious and interesting, which can bring happiness and happiness to our lives. Moreover, with the country's continuous concern for rural areas, the senior titles of rural teachers have gradually increased, and the treatment of teachers has steadily improved. Teachers who attach importance to their own professional improvement will certainly gain more.