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Present Conditions of the Study and Survey about Knowledge Structure of Math Teachers from Nan Guan District Priming School

Author: QiuZhaoYing
Tutor: HanJiWei
School: Northeast Normal University
Course: Curriculum and Pedagogy
Keywords: The current state of knowledge of teachers Mathematical expertise Teaching expertise Practical Knowledge
CLC: G625.1
Type: Master's thesis
Year: 2011
Downloads: 58
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Abstract


Basic education curriculum reform has lasted 10 years, has undergone a tremendous change in the ten years of primary and secondary school mathematics teachers' knowledge institutions. The new demands of the new curriculum for teachers in educational philosophy, teaching methods. Quality Education autonomy, cooperation, explore new ways of learning into a conventional classroom teaching. In this context, understanding the structure of teachers' knowledge status quo is particularly important. Teachers' knowledge structure is a complex concept. In this study, only from the three aspects of mathematical expertise, teaching expertise and practical knowledge to investigate the knowledge structure of the South Gate area elementary school mathematics teachers. Analysis of the reasons for the lack of knowledge structure of elementary school mathematics teachers, in-service education for future teachers to provide reference data. Three research methods used in the course of the study, a questionnaire-based, supplemented by literature review and case analysis. South Gate district of decimal math teachers 100 people randomly selected as the object of study and 100 copies of questionnaires, 79 were returned, three copies of the answers to all A, I believe that is not valid questionnaires, the final sample was 76. Understanding of elementary school mathematics teachers' knowledge structure of the status quo through the questionnaire and analysis of influencing factors, supplemented by the true teaching cases to support the author's conclusions. The study results show that elementary school mathematics teachers in South Gate District Education continue to improve, more than 90% of the teachers in degree or above. The overall level of expertise of the teachers of mathematics in general, most people lack overall grasp of mathematical knowledge for primary education stage, \higher than that of new teachers and young teachers. New teachers of math expertise is better than teaching theoretical knowledge and practical knowledge; young teachers mathematical expertise and practical knowledge than teaching expertise; higher than the middle-aged teachers' practical knowledge and mathematics expertise level teaching theoretical knowledge . Based on this result, I make a few comments on the post of teachers education: teachers should continue to self-improvement, and establish the concept of lifelong learning to keep abreast of new teaching theories and new ways of learning to adapt to the new curriculum for teachers requests. 2, let the teachers be able to \Hire expert teachers regularly lectures to help teachers understand and apply new teaching theory, increase the level of mathematical expertise.

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CLC: > Culture, science,education, sports > Education > Primary education > Teachers and students. > Teachers, head teachers
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