1. PPT 模板下载： www.1ppt.com/moban/ 行业 PPT 模板： www.1ppt.com/hangye/ www.1ppt.com/moban/ www.1ppt.com/hangye/ 节日 PPT 模板： www.1ppt.com/jieri/ PPT 素材下载： www.1ppt.com/sucai/ www.1ppt.com/jieri/ www.1ppt.com/sucai/ PPT 背景图片： www.1ppt.com/beijing/ PPT 图表下载： www.1ppt.com/tubiao/ www.1ppt.com/beijing/ www.1ppt.com/tubiao/ 优秀 PPT 下载： www.1ppt.com/xiazai/ PPT 教程： www.1ppt.com/powerpoint/ www.1ppt.com/xiazai/www.1ppt.com/powerpoint/ Word 教程： www.1ppt.com/word/ Excel 教程： www.1ppt.com/excel/www.1ppt.com/word/ www.1ppt.com/excel/ 资料下载： www.1ppt.com/ziliao/ PPT 课件下载： www.1ppt.com/kejian/ www.1ppt.com/ziliao/ www.1ppt.com/kejian/ 范文下载： www.1ppt.com/fanwen/ 试卷下载： www.1ppt.com/shiti/ www.1ppt.com/fanwen/ www.1ppt.com/shiti/ 教案下载： www.1ppt.com/jiaoan/ www.1ppt.com/jiaoan/ The Initial Training and Professional Development for Primary Mathematics Teachers in China Prof. Chunli Zhang Faculty of education Beijing Normal University

2. PPT 模板下载： www.1ppt.com/moban/ 行业 PPT 模板： www.1ppt.com/hangye/ www.1ppt.com/moban/ www.1ppt.com/hangye/ 节日 PPT 模板： www.1ppt.com/jieri/ PPT 素材下载： www.1ppt.com/sucai/ www.1ppt.com/jieri/ www.1ppt.com/sucai/ PPT 背景图片： www.1ppt.com/beijing/ PPT 图表下载： www.1ppt.com/tubiao/ www.1ppt.com/beijing/ www.1ppt.com/tubiao/ 优秀 PPT 下载： www.1ppt.com/xiazai/ PPT 教程： www.1ppt.com/powerpoint/ www.1ppt.com/xiazai/www.1ppt.com/powerpoint/ Word 教程： www.1ppt.com/word/ Excel 教程： www.1ppt.com/excel/www.1ppt.com/word/ www.1ppt.com/excel/ 资料下载： www.1ppt.com/ziliao/ PPT 课件下载： www.1ppt.com/kejian/ www.1ppt.com/ziliao/ www.1ppt.com/kejian/ 范文下载： www.1ppt.com/fanwen/ 试卷下载： www.1ppt.com/shiti/ www.1ppt.com/fanwen/ www.1ppt.com/shiti/ 教案下载： www.1ppt.com/jiaoan/ www.1ppt.com/jiaoan/ 1. The background of the primary school teacher education reform in China 2. The practice exploration that promotes the primary mathematics teachers’ professional development 3. The future outlook of teacher education reform in China Main content

3. 1. The background of the primary school teacher education reform in China China's ministry of education, respectively, in October 2011 and February 2011, issued two guiding documents Teacher Education Curriculum Standards (trial) and Professional Standards for Primary School Teachers(trial), The promulgation of the documents marked a new teacher education system, which is open and permanent, is replacing the original system of normal education.

4. Teacher education in China has since presented three vein of development:

5. In a word, standardization and direction of teacher professional development is the goal orientation, the teacher’s morality priority is the characteristic pursuit, and that promotion of teacher professional capability is the core value of China's teacher professional standards. Relatively speaking, China’s teacher professional standards have some advances and potential advantages to a certain extent. By taking one such chance, teacher education reform could be deepened further, which is conducive to the rapid development of China’s teacher education.

6. "Teacher Education Curriculum Standards (trial)" is the first national standards of teacher education curriculum in the history of China's education. Pre-service training courses and the in-service training courses are respectively illustrated in the Curriculum framework, which include three target domains that is concept of education and responsibility, educational knowledge and ability, teaching practice and experience.

7. According to a survey in 2011: Regular reflection Sometimes reflection Rarely or never reflection

8. 2. The practice exploration that promotes primary mathematics teachers' professional development

9. In the training phase the initial training for New teachers is usually taken by the local bureau of education and in close cooperation with primary and secondary schools. Now, many universities in China and its affiliated elementary and middle schools have established close cooperative partnership, the school-based teacher training will gradually become a fixed long-term job to the primary and secondary schools and local bureau of education. The practice proved that the teachers' school- based training plan has achieved great success in practice, and gradually become the mainstream of teachers' in-service training.

10. Survey shows that problem-based lectures and study on the core of the concept of mathematics is one of the most effective way of training, which is highly recognized by the teachers. On the training modes

11. The specific approach is: The frist design and vedio the teaching process Teaching reflection after class Peers and expert evaluation The second design

12. Ministry of Education has implemented the ‘national training program’, accumulated more training experience in the design of training methods: （ 1 ） Lectures and participatory training combined with, especially for specific subject content, the best and main training way is participatory. （ 2 Task-driven and teamwork combined together to promote in- depth exchanges between teachers. （ 3 ） Combination of formal learning and informal communication, focusing on the theme, teachers can express and share their experience freely.

13. On the training content, the training focus is change from placing more emphasis on textbook content analysis in the past to enhancing the consciousness of students, and developing the ability of student study. On the training content

14. Let's look at a test before class, which a primary mathematics teacher do after training. Test item 1: please draw some graphics with four sides as possible as you know, and write down their names. Test result: Test analysis: 43% of the children has no clear concept in mind before learning trapezoid, 57% of children can clearly know and can draw trapezoid. Parallelogram Do not include the trapezoidal include the trapezoidal 843648 100%43%57%

15. Test item 2: Which is trapezoidal in the following graphics? Which one is not? Why? Test result: 1. 44% of the students thought that only ② ( isosceles trapezoid) is trapezoidal, the reason is that the trapezoid with two unequal bevel edge is not trapezoid. 2. 35% of students do not accept the ③ graphics, the reason is there should not be a right angle in trapezoid, and either side of trapezoid should be oblique.

16. Discuss: trapezoid in students' mind is just a specific appearance, most is the appearance of the isosceles trapezoid instead of the common features of all trapezoid. See figure below:

17. Help teachers combing the teach concept before teaching design Concept in students’ mind: only a set of edges parallel quadrilateral is called a trapezoid isosceles trapezoid Not an isosceles trapezoid right trapezoid Toward a direction inclined trapezoid From past experience or pretest Based on some concept design Have a prototype in life No life prototype, it is necessary to help the students to see the real graphics, so as to establish the concept of trapezoid

18. The teachers' consciousness of students also excudes in the classroom. Problem: school A booked 100 bottles of soda, they ordered a quarter more than school B, and how many school B ordered? Solution 1 ： 100 × (1− 1/4) = 100 × 3/4= 75 (bottles) Solution 2 ： 100 ÷ (1 + 1/4 ) = 100 × 4/5 = 80 (bottles)

19. S1 ： I agree with Solution (2). If we set School B as the unit 1, School A should order 1/4 more than School B, or (1+1/4). To get the value of the unit, use: 100 ÷ 5/4. T: S2, you solved the problem according to Solution (1) on the blackboard. Could you explain to us what were you thinking when you reached the solution? S2: Because the relationship between the values is that School A ordered 1/4 more bottles of water than School B, that means that school B ordered 1/4 less bottles of water than School A, or School B is (1−1/4) of school A, or 3/4 of School A. Since, we already know that School A ordered 100 bottles, we multiply to get the number of bottles that School B ordered.

20. T: Looks like both are right? S3: The unit “1” in (1) is set incorrectly. “1” should be set as the number of bottles ordered by School B, and School A should be 5/4 times the number ordered by School B. You can’t say that the bottles of water ordered by School B is a percentage of that ordered by School A.

21. T: Looks like our differences lie in how we represent the relationship ？ Who can illustrate the relationship by number lines? (Students’ drawings) S: School A is 5/4 of School B.

22. T: So, what portion of School B is School A? Is it 3/4 ? S2: So before, I was wrong. There are 5 segments on the number line of School A. School B should be 4/5 of School A, not 3/4. T: Before, (student’s name) said that we can’t say that School B is a fraction of School A. Can we? S: Yes. T: So, solution (1) was also correct. It’s just that the fraction values were misrepresented.

23. Through the case we can see that the classroom is filled with exchanges between students, teachers act as the role of guidance and participants, rather than the classroom dialogue spokesperson.

24. Under the new curriculum, we change “teaching syllabus" into "curriculum standards", and initiate the new mechanism of "three level courses management", that is national, local, and school level course are joint together to develop. Meanwhile the teacher's roles are also changed from the original course performer to builders, participants and developers, which requires teachers to have the consciousness of course and the skills to explore a curriculum. On the training objectives

25. Although the compilers of teaching materials obey basic principles and make them scientific, the teaching materials still cannot meet every student's requirements due to some objective conditions. Thus, the skill of creative use of materials, naturally becomes more important than ever. Let's look at an example.

26. 1 、 Can you fill out and say Each ball Each apple Each mushroom Each apple 2 、 With a fraction of each part of Ituri coloring

27. The task in the above graphs helps students to understand two things: 1.when the number of copies are different, even if the total points are same, the number of each piece can be different. 2.when the numbers of copies are the same, but if the total points are different, different the number of each piece can be different. 2 、 With a fraction of each part of Ituri coloring

28. 3. The future outlook of teacher education reform in China 3.1 Improve the system and literature of new teacher induction. 3.2 Strengthen the study on the characteristics and law of development of skilled teachers. 3.3 Gradually establish subject, hierarchical teacher professional standards and teacher education curriculum standards.

29. 3.1 Improve the system and literature of new teacher induction The separation between prevocational training and in-service profession training still exists in pedagogical education. Just having a teacher certification and 120 in- service training hours are not enough. The traits of continuity and phase in teacher education need coherence. we should attach importance to the new teachers induction and look on it as an important and essential stage in the development of teaching profession. We should standardize it step by step.

30. 3.2 Strengthen the study on the characteristics and law of development of skilled teachers. In 2013, China’s Ministry of Education initiated “Outstanding-Teachers Project" which aims to train more expert teachers. As we know, teachers' professional development is a continuous dynamic process."Linacre (D.C.B erliner, 1988) suggested that teachers’ professional development included five phases: Novice Advanced beginner Compet ent Proficie nt Expert

31. And the development characteristics of different stages of teachers are not the same. To foster more outstanding-teachers, consciousness of teachers’ professional development and their research vision should be differentiated and optimized.

32. Of America's national level teachers standard including different levels: pre-service teachers' induction and in-service teachers', in addition the teachers standard of different subjects and students are also made. English teachers' professional standard system is formed by the progressive level of the general teachers standard. The former standard is the basis of the latter standard’s implementation, which has set up a ladder for the lifelong professional development for teachers. Therefore, China should also build primary and secondary school teachers' professional standards system, which is hierarchical progressive, multidimensional combined. 3.3 Gradually establish subject, hierarchical teacher professional standards and teacher education curriculum standards

33. Thank you