The Status Quo Research On Mathematics Teachers' Expertise In Rural Middle School

Knowledge is the basical foundation of all ability. In teachers'professional development process, the professional knowledge of teachers stays in the core position undoubtly. The new curriculum reform puts forward some new requirements on teachers'professional knowledge, teachers'original knowledge structure and level have not fully satisfied with the needs of the new curriculum. In order to put forward constructive suggestions on the in-service teachers'continued education, we is bound to re-examine teachers'professional knowledge and reveal its'gap with new curriculum requirements.This paper focuses on rural middle school mathematics teachers'professional knowledge problem of development. Overall, there are three sections in my article. Part 1, organize the literature on teachers'expertise and sort out the classification of the teachers'expertise which is also existed. Propose a more reasonable model of expertise of mathematics teachers. This article divides mathematics teachers'expertise into three parts. The first hand is mathematics subject knowledge which contains mathematics, history of mathematics, mathematical method of ideology, and applied mathematics. The second hand is theoretical knowledge of mathematics education which is made up of education, psychology, mathematics teaching, mathematics, modern educational technology, education and scientific research knowledge. The third hand is teaching practical knowledge which includes teachers'self-knowledge, interpersonal knowledge, situational teaching knowledge, strategic knowledge and Critical reflection knowledge.Part 2, the author designs the status quo research about mathematics teachers'expertise in middle school based on the model of teachers'knowledge. I investigated some maths teacher of rural middle school in Jilin Province, and collected the quality data through questionnaire, above all, I draw a lot conclusions through the statistical processing and analysis software. The main conclusions are as follows: The mathematics teachers'expertise in rural middle school are not well adjusted to the new curriculum, and yet to be developed and enhanced. Teaching experience has a significant effect on mathematics subject knowledge and teaching practical knowledge, and the gender also influences the theoretical knowledge of mathematics education. There are different demands of maths teachers'expertise during the different stages of teaching experience in rural middle school. There are significant distinctions between the ordinary teachers and outstanding teachers in rural middle school. The continuing education can't fulfill the needs of knowledge of rural middle school.Part 3, the author comes up with some valuable opinions about continuing education through the analysis of status quo of mathematics teachers'expertise.