Research on the influencing factors of integrating mathematical modeling into middle school mathematics teaching——from the perspective of Teachers
数学建模融入中学数学教学的影响因素研究——基于教师视角

摘要

数学建模在中国中学数学教育系统中发展二十余年，但造成教师个体间对教师对数学建模的价值认同、将数学建模融入教学的实施意愿差异的影响因素目前仍不明确。基于119份中学数学教师问卷数据的统计分析结果表明，数学类专业毕业教师对数学建模的价值认同更高，而且更愿意实施数学建模融入中学数学教学；2-3年教龄的教师价值认同最低，其他阶段教师的教龄越高价值认同越高；教师对数学建模的价值认同、数学建模融入教学的实施意愿还受到教师喜欢数学与教学的主观因素和教学技能提升环境的客观因素的综合影响。

Abstract

Mathematical modeling has been developed in China's middle school mathematics education system for more than 20 years, but the influencing factors of the differences in value identity of mathematical modeling and willingness to integrate mathematical modeling into teaching among teachers are still unclear. The statistical analysis results of 119 questionnaire data of middle school mathematics teachers show that the graduate teachers of mathematics major have higher value identity of mathematical modeling, and are more willing to integrate mathematical modeling into middle school mathematics teaching. The value identity of teachers with 2-3 years of teaching age is the lowest, and the higher the teaching age of teachers in other stages, the higher teachers' value identity. Teachers' value identity of mathematical modeling and their willingness to integrate mathematical modeling into teaching are also affected by the subjective factors that teachers like mathematics and teaching and the objective factors of the environment for improving teaching skills.