A Case Study On The Generation Of Practical Knowledge Of Elementary School Mathematics Teachers

With the continuous improvement of educational level,the people put forward higher demand for education teachers,and teachers' professional development has attracted more and more attention of scholars.Teachers' practical knowledge as the main knowledge base of the professional development of teachers has also become the focus of academic research.Novice teacher is a key period of teacher professional development,and it is also the most rapid period of teachers' practice knowledge development,and it is essential for teacher professional development.So analyze and reveal the stage of primary school mathematics teachers' practical knowledge of the origin and formation process can provide a reference for primary school mathematics teachers' development and promote the primary school mathematics teachers professional growth.A case study in this paper,starting from the horizontal and vertical two directions,according to observe and interview a new primary school mathematics teacher W teacher to analyze W teacher's practical knowledge of the static structure and dynamic development mechanism,then depict the source,the update path and the generation path of the practical knowledge of W teacher,and finally,put forward corresponding strategies and suggestions aiming at the problems found in the study,in order to promote the construction and cultivation of primary school mathematics teachers,and promote the further development of China's educational level.This paper is mainly composed of the following four parts:The first part is the introduction.In this part,the author firstly introduces the research reason of this research,the purpose and the significance of the research,and combs the research status of the domestic and foreign teachers' practical knowledge and the research of mathematical teachers' practical knowledge by consulting a large amount of relevant literature,and make relevant review.Second,analyzes and defines the important concepts on the research.Finally introduces the research methods and research process,including the selection research object,and the choice of research methods,then combines the practical knowledge of related literature,classroom observation and interviews to explore the practical knowledge of teacher W.The second part is the analysis of the composition of the W teacher's practical knowledge.Firstly,the author will show other scholars different classification on teachers' knowledge and composition of teachers' practical knowledge.Secondly analyzes and summarizes the differences and relationship between teachers' knowledge and teachers' practical knowledge of.Finally,after many considerations,decides to adopt Professor Chen Xiang Ming about the framework of the teachers' practical knowledge to analyze W teacher's practical knowledge content,including W teacher's knowledge of self,subjects,students and education contexts.The third part is the analysis of the generation of W teacher's practical knowledge.Firstly,explores the source of practical knowledge of W teachers before and after entry by analyzing the life experience,professional learning experience,internship experience and teaching practice experience of W teacher.Secondly,according to the relevant research data,analyzes the update path of W teacher's practical knowledge,and then describes the generation process of W teacher's practical knowledge through the dynamic flow chart,and analyzes the generation process.Finally analyzes the role of various factors in the process of W teacher's practical knowledge generation.The fourth part is the conclusions and recommendations.Based on the results of this study,summarizes the research findings,and put forward corresponding research proposals,and point out the shortcomings of this research and future research prospects.