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城乡数学教师由于各种条件的制约,在对新课程的适应性方面呈现出一定的差异。为弄清新课程实施与中学数学教师适应性的互动关系,为平衡城乡之间的教育差异找到依据,为提高中学数学教师的教育理论水平、教学实践水平,为教师的转型、成长和顺利实施新课程提供理论依据和实践参考,并为高师开设教师专业化课程和培养新型教师提供参考,采用自编问卷从十个方面对198名城乡数学教师进行调查研究。结果表明,城市、乡村数学教师对新课程的适应性总体水平不高,二者比较呈现出显著性差异。
Urban and rural mathematics teachers due to various constraints, showing a certain difference in adaptability of the new curriculum. In order to find out the interactive relationship between the implementation of the new curriculum and the adaptability of middle school mathematics teachers and find the basis for balancing the educational differences between urban and rural areas, in order to improve the educational theory and practice level of mathematics teachers in secondary schools, and to make teachers’ transition, growth and smooth implementation The new curriculum provides theoretical basis and practical reference, and provides a reference for teachers to set up specialized courses and train new teachers in higher normal colleges. A self-made questionnaire is used to investigate and study 198 urban and rural mathematics teachers from ten aspects. The results show that the overall level of adaptability of urban maths and rural math teachers to new courses is not high, and the two show significant differences.