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笔者在课余时间对我县的13所农村边远地区小学开展个别调查。调查结果表明,边远地区小学数学教师对新课程还是比较支持和理解的,但是较城镇小学数学教师,他们的参与热情较低,也缺乏深入了解研究的欲望。从新课程改革的实施过程来看,传统教学所带来的阻力仍较大,教师的认识还停留在浅层次上,改革还没有深入,思想还有待进一步解放。边远地区小学数学教师对新课程改革的心理问题既有客观原因,也有主观原因。对此,本人对现状作如下分析。
I spare time in my county’s 13 remote rural primary schools to carry out individual investigations. The survey results show that primary school mathematics teachers in remote areas still support and understand more about the new curriculum. However, their enthusiasm for participating in primary school mathematics is lower than their counterparts in urban primary schools, and they lack the desire to further understand the research. From the process of implementing the new curriculum reform, the resistance brought by the traditional teaching is still high, the awareness of teachers is still at a shallow level, the reform has not gone deep, and the idea needs to be further emancipated. Primary school mathematics teachers in remote areas have both objective and subjective reasons for the psychological problems of the new curriculum reform. In this regard, I make the following analysis of the status quo.