(1) Love education. If teachers love education, they can study and explore the law of education from the height of quality education, pursue the purpose of teaching and educating people, and actively realize their educational ideals. At present, facing the impact of market economy, people's outlook on life, world outlook and values have been tested to varying degrees. As a teacher, we should devote ourselves to education, devote all our energy to cultivating students, and constantly understand the world, transform the world and transform our own subjective world in practice.
(2) Love students. Teachers should face all students, love students, respect students, understand students and be strict with students. Teachers should guide students to establish a correct direction of life with firm beliefs; Infect students with their own personality strength, and seek to be a real person and do real things; Influence students' love for knowledge and life with rigorous academic attitude; Cultivate students' healthy body and mind and good quality with optimistic spirit. Numerous practices have proved that only teachers with high moral character can cultivate students with high moral character; Teachers with a strong sense of patriotism can cultivate students who love the collective and care about others; A knowledgeable teacher can cultivate students with a strong thirst for knowledge; Teachers with pioneering and innovative spirit can cultivate students who are brave in exploration and keep making progress.
(3) Love the school. Teachers should love their schools and care about their development. Teachers should be modest, courteous, united and cooperative. In primary school, teachers should cultivate students' good habits of study, life, labor and hygiene through their own words and deeds, and lay a good foundation for the development of students' ideological and moral character, knowledge and skills, labor habits, physical quality and psychological quality. Another feature of teachers' work is that the achievements of individual labor and the cultivation of talents depend on the long-term efforts of teachers' groups, and teachers' individual labor is often hidden in the success of the groups. This requires teachers to have a broad mind, regardless of personal gains and losses, and be happy for the progress and growth of students and the success of the group.
(4) Love the subject you teach. Teachers should love their subjects. Primary school mathematics teachers must be familiar with and proficient in all aspects of primary school mathematics teaching, such as pursuing the modernization of new educational ideas, teaching ideas, teaching means and methods, exploring the most scientific and effective way for students to acquire knowledge, ability and receive ideological education, dealing with many contradictions such as teaching and learning, dominance and subjectivity, knowledge and ability, intellectual factors and non-intellectual factors, and teaching students in accordance with their aptitude, so as to unify requirements and personality development. If teachers want to be competent in the subjects they teach, they should consciously study the theoretical knowledge of pedagogy, psychology, teaching theory, educational measurement, educational evaluation, etc., and study hard in teaching practice, be diligent in thinking, humbly seek advice, learn from others, constantly absorb new knowledge and achievements, constantly enrich and improve their knowledge structure, and strive for perfection and never be satisfied.
(2) Cultural and scientific literacy As a qualified teacher, it is not enough to have a good professional ethics and a desire to do a good job wholeheartedly. Teaching students cultural and scientific knowledge should be a basic task of teachers. Teachers' cultural and scientific knowledge literacy determines the accuracy of teachers' grasp of teaching content, the level of teachers' teaching ability and teaching quality, and is directly related to the formation of students' knowledge structure, the development of intelligence and the cultivation of ability. So, what do math teachers' cultural and scientific knowledge include?
(1) Mathematical expertise. This is the core part of the knowledge structure of mathematics teachers. Only teachers with rich professional knowledge can correctly understand the content and structure of primary school mathematics textbooks, be familiar with the status, functions and internal relations of textbooks of all grades, and better grasp the exact meaning of concepts, properties, laws, rules, formulas and quantitative relations in primary school mathematics. If you want to be an excellent primary school math teacher, you must also have solid knowledge of elementary mathematics, certain knowledge of advanced mathematics and certain knowledge of mathematics history. Only by mastering this knowledge can primary school mathematics teachers deeply analyze the system of primary school mathematics textbooks, accurately grasp the structural system of mathematics knowledge and lay a solid foundation for mathematics teaching.
(2) Basic theory of education. This is an important part of teachers' professional scientific knowledge, and it is also the necessary theoretical knowledge for teachers to successfully carry out education and teaching. The comprehensive implementation of quality education in schools requires teachers to establish correct views on education, teaching, students and values. The correct concept comes from the correct theory, which guides teachers' education and teaching practice. Teachers should learn the knowledge of pedagogy, educational psychology, teaching theory and so on, and improve the cultivation of educational theory.
(3) Basic knowledge of education and scientific research. Educational scientific research is a cognitive activity that uses scientific methods and means to explore, discover and master the laws of education and teaching purposefully and in a planned way, and it is a process of exploring the unknown on the basis of the known. In order to carry out educational research activities correctly, teachers must have relevant basic knowledge, such as how to determine educational research topics, how to choose methods and means of research and demonstration, and qualitative and quantitative analysis of research results. Teachers should focus on teaching basic knowledge such as educational research methods, educational statistical methods, educational measurement and educational evaluation.
(4) knowledge of related disciplines. Primary school mathematics teachers should not only have professional knowledge of mathematics, basic theory of education and basic knowledge of education and scientific research, but also have other knowledge closely related to mathematics and daily life. They have expertise in mathematics and are widely involved in other knowledge fields, including social science, natural science, common sense of social life and emerging disciplines. In short, in these knowledge structures, teachers should involve all aspects of knowledge and information related to students' study, life and participation in various social practice activities. Teachers with conditions should also make use of multimedia technology to make computers an auxiliary tool for classroom teaching and promote the modernization of teaching methods. This can not only expand teachers' own knowledge, enhance the effect of education and teaching, stimulate students' strong thirst for knowledge, but also help to establish teachers' authority in knowledge, win students' respect, love and trust, and make teachers a model for students to explore knowledge and pursue truth.
(III) Professional Competence Literacy The professional competence literacy of primary school mathematics teachers includes the following contents: (1) A comprehensive and in-depth understanding of students' abilities. Only when teachers have a comprehensive and in-depth understanding of students can they carry out their work with a clear aim. Pupils' thoughts, study, life, interests, specialties and aspirations are quite different, and intelligence factors such as observation, attention, memory, thinking and imagination are also different from non-intelligence factors such as emotion, motivation, personality and will. If education is to achieve results, we must understand and study them. Teachers should have keen and meticulous observation ability and be good at understanding the real situation of students' knowledge, ability, intelligence and personality development from their subtle performances. On various occasions, teachers can understand students' inner world through their expressions, actions, gestures, language and other external manifestations, so as to enlighten and educate them in a targeted manner. A comprehensive and in-depth understanding of students is the premise and key to improve students' quality in an all-round way, and it is also the basic ability in the structure of teachers' professional ability. In the process of understanding students, teachers should observe and analyze with dialectical, objective and developing eyes, overcome one-sidedness and subjectivity and persevere. (2) the ability to carry out ideological and moral education. Ideological and moral education is an important task that must be completed in primary school mathematics teaching. Mathematics teachers in primary schools should make teaching choices according to the characteristics of mathematics subject, combined with students' age characteristics and acceptance ability, and carry out ideological and moral education for students. In teaching, we can stimulate students' interest in learning mathematics by expounding the wide application of mathematics in daily life and production construction, and continue to carry out learning purpose education; We can use vivid, educational and convincing data, statistics and some historical materials to educate students on their love for the motherland and science. Through the teaching of the relationship between concepts such as addition, subtraction, multiplication and division, product and quotient, direct proportion and inverse proportion, students can be inspired by dialectical materialism. In teaching, we should also pay attention to cultivating students' serious, strict and diligent learning attitude, the spirit of independent thinking and overcoming difficulties, and the study habits of careful calculation, neat handwriting and conscious inspection. Teachers should carry out ideological and moral education for students purposefully (consciously), organically (naturally) and effectively (pertinently and effectively). Teachers should not leave the teaching content to do another set, but should fully tap the inherent ideological education factors of mathematics knowledge. (3) the ability to learn curriculum standards and textbooks. Curriculum standards stipulate the teaching contents and requirements of each grade. Textbooks are the concrete embodiment of curriculum standards and the main basis for teachers to teach and students to learn. According to the requirements of curriculum standards, primary school mathematics teachers should grasp the system, structure, content, key points and difficulties of textbooks, be familiar with the ins and outs of each knowledge point and its position in the whole set of textbooks and even the whole set of textbooks, and plan the specific education, teaching objectives and contents of each semester, unit and class hour according to students' physical and mental development, cognitive law and actual intelligence level. Teachers should have the ability to handle teaching materials independently. In order to meet the requirements of curriculum standards, they can supplement and adjust some teaching contents according to students' actual acceptance ability, design a reasonable teaching process according to teaching contents and requirements, choose appropriate teaching methods and adopt effective teaching means, and creatively transform the knowledge structure of textbooks into students' good cognitive structure, so that teaching activities can be accurate in concept, focused, difficult to break through, knowledgeable and well-trained. (4) Classroom teaching ability. Classroom teaching is the main form of school education and the main channel to implement quality education. Primary school mathematics teachers complete the education and teaching tasks through classroom teaching. Effective classroom teaching depends on teachers' superb classroom teaching ability, which comes from teachers' comprehensive quality. Therefore, classroom teaching is the concentrated expression of teachers' professional ethics, cultural and scientific knowledge, professional ability, psychological quality and teaching art. In actual classroom teaching, some classrooms are lively, colorful and fascinating, while others are boring, listless and boring. The reason is not only related to the design of teaching plans, but also related to teachers' teaching literacy and teaching level.
(5) Ability to organize extracurricular activities in mathematics. Carrying out extracurricular activities is very beneficial to cultivate students' interest and consciousness in learning mathematics, broaden their horizons, broaden their knowledge, show their mathematical talent and creativity, and develop a healthy personality. It is also an important way to cultivate all-round talents. The content of mathematics extracurricular activities should be rich and colorful, which can be appropriately deepened and broadened by combining some contents of mathematics textbooks, introducing some mathematical thinking methods by combining some mathematical knowledge, introducing mathematical historical materials and mathematicians' stories by combining relevant contents, carrying out practical operations, conducting social surveys, collecting data and statistics, analyzing various phenomena and facts in life, answering interesting mathematical questions and playing mathematical games in combination with teaching requirements. Guess math riddles, sing math songs, walk math mazes, hold math art parties, etc. Organize math interest groups, hold math competitions, and establish math gardens. The scale can be individuals, groups, classes, grades or the whole school. Teachers should organize students according to their actual situation, meet the interests of students at different levels, enrich their spiritual life and campus cultural life, and promote their healthy physical and mental development.
(6) Teaching and research ability. In the field of teaching, the system, structure, content, emphasis and difficulty of teaching materials, as well as the teaching purpose, requirements, process, methods and means, have an important impact on students' knowledge transfer, intellectual development and ability training. In the process of teaching, such issues as facing the whole and giving consideration to the individual, unifying requirements and teaching students in accordance with their aptitude, and evaluating teaching quality cannot remain unchanged. In addition to completing daily education and teaching work, teachers should also combine their own teaching practice, choose topics, actively participate in school-based teaching and research, and finally write their own teaching experience summary or educational science research report to guide practice, which will play a role in deepening classroom teaching reform and promoting the implementation of quality education.
(D) The continuity in time and the complexity and diversity in content of teachers' psychological literacy education need to consume a lot of energy and physical strength of teachers. Mathematics teachers in primary schools should have good physical and psychological qualities if they want to meet the needs of work. Teaching process is a special cognitive process. In just a few minutes, teachers need to implement the predetermined teaching plan into a mobile teaching state. In the implementation, teachers should adjust the original teaching plan according to the actual situation at that time, which of course reflects teachers' professional ethics, cultural and scientific knowledge, professional ability and other qualities, but it is not necessarily. For example, students' learning mood is suddenly disturbed by external negative factors, students ask questions beyond the normal range, and there are unexpected situations before class. What should teachers do in the face of all kinds of unexpected situations? If the teacher is out of control because of nervousness, he will be at a loss and make the situation even more uncontrollable. If the teachers handle it calmly, they will certainly be able to "save the day". Teachers' different mentality will determine that they adopt different methods to solve problems, and the effect will be very different. In classroom teaching, teachers should not only reveal their true feelings and arouse students' harmonious emotional communication, but also be "silent" and have strong self-control ability. These are all searched online, I hope they will help you! In fact, I think as a math teacher, you must be familiar with the textbooks for grades one to six. Only when you know, can you tell your students. Then primary school teachers should be patient, caring and careful and treat students as their own children.