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The Relationship between Teaching Beliefs and Teaching Attributions of Mathematics Teachers in Vocational High Schools
vacational mathematics teacher
This study aims to explore vocational mathematics teachers' beliefs and teaching success of the current state along with its difference and relationship through survey methods. To achieve the purpose, this study first construct theoretical basis through digging into literature and according to the thus mentioned actions the questionnaire about vocational mathematics teachers’ beliefs and the attribution of teaching success was made. Teaching beliefs into knowledge and curriculum, interaction between teachers and students, teachers, role playing, students of individual differences four dimensions ; teaching Attribution divided into internal factors, external factors and student factors.These survey information through frequency distribution, mean, standard deviation, t-test analysis, oneway analysis of variance, correlation analysis, such statistical processing and analysis, has been able to help come up with many important conclusions. 1.vocational mathematics teachers' beliefs tend to be progressive, and generally believe that students devotion is the key to teaching success. 2.vocational mathematics teachers 'beliefs differ due to teachers' personal factors and environmental factors. 3.vocational mathematics teachers' beliefs, and their teaching attribution to are often relevant. 4.vocational mathematics teachers' beliefs are also often relevant to its reason for teaching success. 5.vocational mathematics teachers' beliefs are also often relevant to its reason for teaching failure.
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