The Study Of The Subject Professional Curriculum Setting Of Mathematics Normal Students From The Perspective Of Subject Comprehension

Since the 1960 s,countries around the world for the education of teachers "training" attention gradually,until the eighty s for "teacher professional development" to discuss,and then to the 21 st century initial for widespread implementation plan "" outstanding teachers,standardization of " teacher education ","university of teacher education" has become a worldwide for teacher training with high quality,high demand of consensus.Economic growth,scientific and technological progress and the integration of diverse cultures have brought unprecedented development opportunities to education.The curriculum reform of basic education and the readjustment of teacher qualification assessment have exposed the problem of teachers' discipline accomplishment in the process of teacher education and training.The formation of discipline accomplishment cannot be separated from the soil of discipline knowledge and the sharpening of discipline practice.For teacher training,the curriculum system is the basic program of talent training activities,is to achieve the specific way of training objectives and action.All kinds of curriculum in the curriculum system to achieve the specific plan of training objectives.In order to ensure the pre-service teachers' discipline quality improved,the need to improve the higher normal education the overall course structure,especially in the subject in the course of the professional integration of subject,deepen students' understanding of the subject knowledge,and make subject knowledge to promote the development of teachers' science literacy of the carrier,lead teachers to achieve professional growth faster.In this paper,first adopts literature research,define the subject understanding,mathematics teacher education,the three basic concept curriculum of subjects,to clarify the subject understand the theoretical basis of perspective of teacher professional development,mainly explains the subject understand the status and role in teacher education shows understanding of mathematics teacher education development subject demands.(chapter 1 and chapter 2)Through the questionnaire survey method,interview method systematically for reading junior math teachers and part of the in-service teachers of mathematics subject to understand the present situation,the subject knowledge to understand the status quo of the empirical research,in particular,results show that better understanding of the nature,mathematics teachers and a better understanding of the subject system in the understanding of the subject function;Subject knowledge to understand the results of a survey show that on the whole,mathematics students perception of subject knowledge is relatively single,only can be extracted from the course of study to the understanding of the subject knowledge and grasp of the subject knowledge of primary and secondary schools only stay in concept description memory,problem solving methods,properties,and the subject knowledge,forgetting is affecting all kinds of mathematics teachers and an important factor of knowledge learning,students reflect the test questions in the process of learning "seen" "seen",but still don't answer,shows that in the process of students' learning basic knowledge not solid,It is difficult to establish a comprehensive understanding and understanding of the subject knowledge system,especially the importance of the learning content of the university mathematics major course to the realization of the subject function,which also shows that the mathematics teacher's understanding of the subject knowledge is characterized by stages.(chapter 3)On the analysis of the mathematics students understanding and disciplines knowledge understanding situation,study USES the comparison research method,questionnaire survey method,the different levels and types of mathematics in normal colleges professional training programs and courses of disciplines satisfaction carried on the thorough investigation and analysis,from the text research and empirical research results confirmed that higher mathematics in normal universities in China in such aspects as curriculum,subject curriculum teaching there is still a common problems,and to the cause of the problem are summarized.At present,there are some problems in the process of teacher training in mathematics major of normal university: the orientation of talent training target still needs to be re-measured,and the current situation of students' subject level should be considered;Lack of understanding of basic education curriculum reform in professional courses of various subjects;Lack of "pedagogical characteristics" in the teaching of specialized courses;The traditional subject specialized curriculum structure "comprehensive" idea malpractice and so on question.(chapter iv)Finally,the study is based on understanding the perspective of mathematics teacher education curriculum related theoretical basis and practical demands of disciplines,curriculum design idea of disciplines,realizing the function of curriculum theory,and the existing mathematics teacher education training curriculum reform practice of mathematics in higher normal colleges and universities of professional curriculum carries on the preliminary construction of disciplines.The results show that the curriculum should be based on the development of mathematics teachers' professional quality,and put forward the principles of unification of science and thought,coherence and relevance,discipline and practice,standardization and uniqueness.In the construction of the subject specialized curriculum strengthens the mathematics normal university student to the subject knowledge grasp and the understanding;To deepen teachers' understanding of the close relationship between subject knowledge and mathematics teaching in middle schools;Using the study of practical courses to promote the transformation of mathematics normal university students' subject knowledge to subject teaching knowledge;Science measures the "increase and decrease" of professional courses;To avoid the pressure of teacher qualification examination dissimilating the teaching of subject courses,and to construct the "focus on discipline understanding" of subject specialized courses,highlighting the structure and credit ratio of various modules in the curriculum of mathematics specialty;On the implementation of subject specialized courses under the goal of deepening subject knowledge understanding,it is proposed to guarantee the "theory" of subject specialized courses and strengthen the practical understanding of subject knowledge function.Attach importance to the development and construction of related resources of discipline and specialty curriculum to realize the breakthrough of teacher education curriculum reform;Strengthening the construction of subject specialty curriculum culture and the main line of curriculum has become the value guidance of promoting the development of mathematics teachers' subject literacy.This paper holds that the curriculum setting of mathematics specialty in higher normal universities from the perspective of subject understanding is the core issue in the current reform of mathematics specialty education and teaching in higher normal universities.Only by correctly understanding "subject understanding" and "the fundamental appeal of mathematics teacher education to subject understanding",can the idea and method be remolded in the process of pre-service mathematics teacher training,and the professional "through-going" practitioners who meet the needs of the development of mathematics education can be trained.