Research On Senior High School Mathematics Teachers' Derivative Knowledge

This essay mainly studies the derivative knowledge of the Mathematics teachers in senior high schools. With the Senior High School New Curriculum Reform in China, the teaching materials concerning the derivative knowledge have undergone emendation and correcting, years after the derivative knowledge, as a content in higher mathematics, was tried out in the senior high school curriculums. Teachers are those who carry out the curriculum reform, and during this course, their derivative knowledge has undergone the process of change and development.With the method of demonstration research, this study designs two tables to measure teachers'derivation knowledge, as well as investigating and analyzing the status quo of teachers'derivative knowledge. The main discoveries are as follows: the type of schools where teachers teach has a great influence on teachers'derivative knowledge. There is a great difference among a key school, an average school and a rural school; teachers'derivative knowledge does not ascend as they get older, while on the contrary, it somewhat descends between 30 and 40 years old. But age and professional titles have a significant effect on teachers'Pedagogical Content Knowledge on derivatives, instead of on teachers'Subject Matter Knowledge. The adopted separate sample t examination suggests that teachers who have learned calculus in middle school subject competitions are superior to those who haven't in derivative knowledge store and problem-solving abilities; when applying single-factor variance to analyze whether teachers have worked hard or not, the results suggest that there is a big difference between teachers who introspect themselves in their teaching practice and those with less experience who seldom or never introspect themselves.Besides, by observing and after-class interviews about senior high school teachers'derivative classroom teaching, this research also studies the teachers'derivative knowledge's effects on classroom teaching. It also discovers a difference between expert teachers and non-expert teachers in aspects of concept explanation, teaching designs, classroom dialogues and so on. It further explains that expert teachers'abundant derivative knowledge supports their splendid classroom teaching. This research has some guiding significance on other educational researches in future, points out the directions for teachers'professional development and provides consulting values for future amendment of the curriculum standard.