A Case Study Of The Formation Of Mathematics Teacher’s Pedagogical Content Knowledge In Rural Junior High School

Teaching depends on certain knowledge, the teacher’s teaching behavior is largely dominated by the knowledge and constructed by the knowledge. Pedagogical content knowledge as an important part of teachers’knowledge, is the most useful form of teachers and the core of the teachers’ professional knowledge,it not only tells the teachers should "teach what", and tell the teacher how to transfer knowledge to students in a acceptable manner,and course content and teaching process has value and meaning of education for students.Rural teachers as part of a personal number of teachers in our country and in many special,have their own characteristics and development needs.Therefore,the attention and study of rural teachers pedagogical content knowledge,not only is the current call to deepen the curriculum reform era,but also is the necessary requirement for promoting the rural teachers to be professional.This paper takes a mathematics teacher in rural junior high school--Mr. J as an example and is based on empirical,contextual and specific practical activities.Using literature method,classroom observation and interview on the education,this paper discusses the formation of its present situation of mathematics teaching knowledge,the formation process and influencing factors,and on this basis,trying to put forward effective proposals to promote the formation of rural mathematics teachers’ pedagogical content knowledge.This thesis consists of five parts.The first part:Introduction. This part analyses the plight of teachers’ professional development in rural areas and the development demands of its own and puts forward the necessity of the mathematics teachers’pedagogical content knowledge in rural areas.In addition, the significance of the study, the research status at home and abroad and the design of study are described.The second part:The theoretical interpretation of mathematics teachers’ pedagogical content knowledge in rural junior high school. This part defines pedagogical content knowledge, pedagogical content knowledge of mathematics teachers and other terms and summarizes the research framework and structural elements of mathematics teachers’pedagogical content knowledge.In three dimensions which contains post-modernist view of knowledge, constructive learning theory and schema theory, it makes a theory interpretation the formation of rural mathematics teachers’ pedagogical content knowledge.The third part:The formation of mathematics teachers’pedagogical content knowledge in rural junior high school.Firstly,this part focuses on the specific situation of class, from the point of view of teaching plan, teaching implementation and teaching reflection to understand the present situation of Mr. J’s pedagogical content in rural junior high school. Secondly,this part shifts the perspective of the study to the whole teaching career of Mr. J to explore the forming path of the pedagogical content knowledge of Mr. J. And it divides the forming process of the pedagogical content knowledge of Mr. J into blindly stage, awakening stage and personalized stage.Finally this part analyses the influence factors from the level of teachers individual,the level of rural school,the level of pre-service education and the level of post vocational education.The fourth part:Effective strategies to form a mathematics teacher’s pedagogical content knowledge in rural junior high school.On the basis of the third part, we propose three effectively form strategies to promote mathematics rural teachers’ pedagogical content knowledge,namely rich professional knowledge,enhance practical reflection;optimize the culture of teaching and research,strengthen dialogue seminars; update the mode of education, promote professional development.The fifth part:Conclusion.This section summarizes the conclusions of this study and analyzes the lack and possible further studies of this research.