The Investigation On The Level Of Teaching Knowledge Identification And Group Difference Of Primary School Mathematics Teachers

In recent years,with the rapid development of education,it has become an important expression of a country's comprehensive strength,primary education is the key link for students to receive education.As a primary school mathematics teacher,the method of student education should be diversified and more innovative,requiring teachers to focus on cultivating their professional knowledge in teaching,and constantly guiding students to develop in a broader direction.Moreover,teachers' teaching knowledge is an indispensable part of teachers' professional development,so it is of great significance to study the structure of teachers' teaching knowledge.Because of the complexity of the teacher's teaching knowledge,so far no unified definition of the connotation,the international research on teaching knowledge has experienced exploration,development and into three phases,the study also from connotation structure exploration to development research survey and application study,and research in China starts late,and to explore its structure is not much,especially for primary school teachers' knowledge structure identification of eye research is less.This study will study the recognition degree and difference of the teaching knowledge structure of primary school mathematics teachers in practical teaching,and mainly discuss two aspects :(1)What kind of teaching knowledge structure do primary school mathematics teachers recognize in concrete teaching?(2)What are the differences in the recognition of the teaching knowledge structure among different groups of mathematics teachers?(3)What are the factors that lead to the differences in the recognition of the teaching knowledge structure of primary school mathematics teachers of different groups?Based on the theoretical framework of MKT,this study analyzes the differences in the degree of recognition of teaching knowledge structure among different groups of mathematics teachers from two aspects: subject content knowledge and teaching content knowledge.The research is divided into quantitative research and qualitative research.First in quantitative research by applying the method of literature,comb out the research direction of the mathematics teacher's teaching knowledge,define the connotation and constituent elements,including general knowledge of the content,the content of specialized knowledge,the level of content knowledge,knowledge,content,and teaching content and students knowledge and the knowledge of the content and curriculum,and according to the actual teaching,design the elementary school mathematics teacher's teaching knowledge with questionnaires.Secondly,398 primary school mathematics teachers in jiangsu and zhejiang were investigated by questionnaire,and relevant data were processed by SPSS.Qualitative research mainly conducted interviews with a small number of subjects,and further studied the reasons for these identity differences through interviews and questionnaire results.The findings are as follows :(1)Most mathematics teachers pay attention to the importance of general content knowledge in practical teaching and ignore theexistence of horizontal content knowledge.The structure of teaching knowledge agreed by teachers is dynamic.(2)There are different differences in the teaching knowledge of mathematics teachers with different gender,educational background and teaching age.Teachers with more teaching experience also have more comprehensive and perfect teaching knowledge structure.(3)Individual factors,school factors and social factors are the main factors that affect the difference in the teaching knowledge structure of primary school mathematics teachers.According to the enlightenment obtained from the study,the researchers put forward some enlightenment and Suggestions based on the improvement and development of teachers' teaching knowledge: teachers should pay attention to their own learning and reflection ability of experience;Schools shall provide teachers with technical and emotional support for teaching knowledge;The department of education should attach importance to the development of practical courses for pre-service teachers.To promote the accumulation of teachers' teaching knowledge.Finally,after discussing the shortcomings of the research,it puts forward some prospects for the follow-up research.