Research On The Development Of Pck Of Mathematics Normal Students Based On Educational Practice

Under the background of the new era,school education is changing,and teachers' professional development is also challenged.Teachers' professional development has the characteristics of stage and lifetime.The pre service education period is an important stage of the professional development of normal students,which affects their professional quality.The mathematics curriculum reform of basic education puts forward corresponding requirements for the cultivation of normal students and new tasks for the pre service mathematics education.Subject teaching knowledge is considered as the most important knowledge that teachers should have,which directly reflects and affects the teaching ability and level of normal students.This research takes mathematics normal students as the research object,explores the structure and development characteristics of their subject teaching knowledge,aims to promote the development of professional knowledge of mathematics normal students,and causes further thinking on the problem of pre service teacher training.In this study,four mathematics normal students are taken as the research object,and the process of their educational practice is tracked and studied.The non participatory observation and interview method are used to analyze the changes of subject teaching knowledge in the early and later stages of their practice.At the same time,on the basis of improving Park's research framework and methods of subject teaching knowledge,the characteristics of subject teaching knowledge structure are analyzed,and then the learning of mathematics normal students is summarized The development and change rule of subject teaching knowledge are explored,and suggestions are put forward to promote the development of subject teaching knowledge of mathematics normal students.It is found that the subject teaching knowledge of mathematics normal students can be divided into two types: relatively complete type and significantly missing type.The characteristics of subject teaching knowledge are as follows: taking students as the center,trying to understand students;positioning is basically accurate,target understanding is limited;making full use of materials,horizontal and vertical knowledge is poor;learning evaluation is single,lack of evaluation to promote learning.There are significant differences between mathematics normal students and excellent mathematics teachers in the comparison of various factors of subject teaching knowledge.The characteristics of the development process of subject teaching knowledge of mathematics normal students can be divided into partial development type,overall stagnation type and overall promotion type.Its changes are influenced by self reflection,demonstration of guidance teachers,relationship between teachers and students,practice time and informal learning community.Therefore,in order to improve the subject teaching knowledge of mathematics normal students,we can improve it from the two aspects of teachers' internal self-improvement and external condition driving.Internal self-improvement includes establishing education belief and teaching self-confidence;deeply understanding students to meet learning needs;accumulating practical experience and timely teaching reflection;integrating relevant knowledge and developing teaching strategies.The external condition driving includesoptimizing the curriculum setting,realizing the curriculum integration,improving the practice mode,enhancing the practical ability,strengthening the teaching guidance,strengthening the teaching skills and so on.