The Research On Junior Middle School Mathematics Teachers’ Professional Knowledge Level Test

The knowledge is the precondition of teachers’ teaching,is the foundation ofteachers’ professional development,is also one of the crucial respect of teachers’evaluation, they penetration in teacher’s every teaching step. Different ages to therequirements of the knowledge is also different. Under the background of the newcurriculum,it is necessary to put forward higher request for the knowledge.Domestic and foreign teachers’ knowledge, teachers in mathematics knowledgeand mathematics teachers’ knowledge evaluation theory as a foundation, withquestionnaire analysis method on some junior middle school mathematics teacher inXinjiang, systemly and deep analysis the basis of the current situation and existingproblems of the measured junior middle school mathematics teachers’s knowledge inXinjiang, thus to study the eligibility of Xinjiang " Junior Middle SchoolMathematics Teachers’ Professional Knowledge Level Test ".Through the survey,knowing the basic knowledge of current situation of the measured junior middleschool mathematics teachers in Xinjiang:(1) the history of mathematics knowledgeand mathematics frontier knowledge is scarce；(2) teachers’ mathematical subjectbasic specialized knowledge is weak；(3) for class sign just memory the form, theycan not very well understand the essence.Mainly analyzed the relationship betweenthe measured teachers present basic knowledge situation and " Junior Middle SchoolMathematics Teachers’ Professional Knowledge Level Test " evaluation method.From the relevant analysis of the Xinjiang " Junior Middle School MathematicsTeachers’ Professional Knowledge Level Test " paper structure, questions, such asrelated analysis and the present situation investigation results of the measured juniormiddle school mathematics teachers’ professional knowledge,we preliminary discussthis test’s problems: test paper structure needs further perfection； test professionallevel need to ascend； test should get full attention.From the practical problems in the analysis, we can be see that Xinjiang " JuniorMiddle School Mathematics Teachers’ Professional Knowledge Level Test " thisevaluation method, there are still some problems, if the evaluation is not timely,effective, teachers’ knowledge, teacher professional development will not keep pacewith the times. In this way, it will cause a series of problems as related to teaching, education reform in every aspect. Hopely the problems related can cause theattention of the relevant experts and scholars to Xinjiang " Junior Middle SchoolMathematics Teachers’ Professional Knowledge Level Test " evaluation method, tofind the solution to the problem of modes, methods, improve the junior middleschool mathematics teachers’ knowledge in Xinjiang evaluation system. seeking toprotect for teachers’ professional development, the effective teaching, students betterdevelopment.