A Research On Subject Knowledge Of Xinjiang Uygur And Chinese Bilingual Mathematics Teacher’s In Junior High School

Current situation of bilingual education in Xin Jiang, there are some problems in bilingual education, training as well as three effects of bilingual education,bilingual student’s mastery of a course, such as literature, but there are few literature research on bilingual teachers ’ subject knowledge in Xinjiang.Subject knowledge is the basis for teachers to teach, If there have not rich and strong support and a solid foundation of knowledge,it wouldnt guarantee of teaching efficiency of teachers,it is much less approach mentioned when the subject of excellent teachers, so in order to guarantee and improve the effectiveness of bilingual education, it is necessary to pay attention to subject knowledge of bilingual teachers in Xinjiang and research..How is Xinjiang bilingual junior high school mathematics teachers ’ subject knowledge,what are the factors affecting teachers ’ subject knowledge? What can I do to improve teachers ’ subject knowledge levels? according to the This study there have three questions based on 50 bilingual junior high school mathematics teacher in Xinjiang which is conducted a questionnaire survey and interviews, drew the following conclusion.:First, the current situation of Xinjiang bilingual junior high school mathematics teachers ’ subject knowledge:(1)The functionof the concept of Teachers ’understanding is not perfound enough, not very clear, the lack of understanding of the essence.(2)Teachers on monotonicity lacked understanding of quadratic functions.(3)Teachers ’ ability to draw function is weak.(4)Teachers ’ function and the ability of exploring issues concerning the application is weak.(5)Most teachers ’ level of knowledge in function only within the limit in junior high school mathematics, thel ack of high school math knowledge.(6)Lack of life long learning for teachers, lack of pay for education of national and ethnic spirit.In general knowledge about functions of bilingual teachers in Xinjiang’s total mastery is not enough, a thorough and comprehensive. Level of subject knowledge are quite different.Second, Xinjiang bilingual junior high school teachers ’ subject knowledge factor is the teaching of mathematics, primary education, former professional Chinese language skills and reference number, as well as preparation methods.Teachers ’ ages, sexes, classes taught, views are not the factors influencing teachers ’subject knowledge in mathematics.According to the above results, the author puts forward several suggestions,expertise in organizing various competitions and discussion will improve teachers’ enthusiasm and competition consciousness; enhancing teachers’ self-awareness and the concept of lifelong learning,therefore teachers focus on learning correct attitude;Pay close attention to the teachers’ pre and post training work, it is importent to having strict requirements of bilingual mathematics teachers;focus on the status and role of Chinese in bilingual teaching, pay attention to improve the level of chinese; try to improve wages and social status of teachers;strict requirements of teacher’s preparation, lesson plans formed number of links, lesson planning to form a serious attitude;The purpose of this study is to investigate and analyze the bilingual junior high school math teacher and the influencing factors in Xin jiang provides useful suggestions and strategies on basis. For various reasons this study it is inevitable,there will be some problems, please correct me.