Research On High School Mathematics Teacher's Subject Matter Knowledge Under The New Curriculum

The new round of curriculum reform is a profound education reform. The teacher is the most direct participants in the process of the curriculum reform implementation, and is the important requirement which can ensure that the curriculum reform can be carried out smoothly. Only when the teacher has mastered the subject matter knowledge well, it is possible that they can manifest the disciplined logic in teaching. Therefore, solid subject matter knowledge is the fundamental requirement for teachers. What is the high school mathematics teachers'knowledge about the subject matter knowledge under the new curriculum? What affects teacher's subject matter knowledge?Based on the analysis of the related literature of the subject matter knowledge for mathematics teacher and relevant consultation from experts, a questionnaire is designed. This present study analyzes the mastery of subject matter knowledge and influencing factors of the high school mathematics teachers, and then proposes the corresponding education suggestions. The research primarily gets the following conclusion:(1)The overall level of mathematics subject matter knowledge of high school teacher is not high. Module 2,3,5 of mastery is better. According to the test results, I find that teachers' mastery of the solid geometry, sequence and other intellectual content is better. But teachers' reserve of new knowledge is not adequate enough. From survey, a considerable number of teachers' mastery of the new knowledge is not very good, who usually lack the deep understanding of knowledge themselves.(2) The factors affecting the subject matter knowledge is various. This survey shows that the school category, teaching experience and diploma degree have significant impact on the subject matter knowledge of teachers, while teachers' initial degree has little effect.(3) The in-service training is not efficient. Nowadays the teacher training, the content and form of in-service training are mostly decided by experts or "upper" class, and "top-down" pattern is carried out.The main purpose of this study is to investigate the situation of the subject matter knowledge from high school mathematics teachers under the new curriculum, and it aims to provide effective advice to teacher's training. The novelty of this study lies in the quantitative analysis of a survey which is carried out on subject matter knowledge of mathematics teacher in high school. However, due to the samplings which are only from Sichuan and Chongqing, the representation is not very high.It is inevitable that there are some omissions in the paper. Wait for correction.