A Case Study Of Elementary School Mathematics Novice Teachers And Expert Teachers On Subject Teaching Knowledge

The author of subject teaching knowledge is Shulman,and later many researchers at home and abroad gradually studied the teaching knowledge under specific disciplines on the basis of Shulman.The exploration of mathematics subject teaching knowledge is to explore mathematics teachers’ subject teaching knowledge from the perspective of mathematics.The research of subject teaching knowledge is the urgent need of the new curriculum reform,the basic requirement of teachers’ specialization,and the pursuit of teachers’ own education.Based on the purpose of this study,this paper presents a case study of the subject teaching knowledge of novice teachers and expert teachers in primary school mathematics.This research through the case analysis way carries on the classroom observation and the interview to six teachers of three primary schools in Z city,compares and analyzes the elementary school mathematics novice teacher and the expert teacher subject teaching knowledge difference.The results show that there are differences in six aspects between novice teachers and expert teachers.Specifically,in terms of teaching purposes,expert teachers are more flexible than novice teachers in the application;In terms of mathematics content,expert teachers have a more thorough understanding than novice teachers;In the aspect of teaching content organization,the arrangement of expert teachers is more logical than that of novice teachers;In terms of students’ understanding,expert teachers are more efficient than novice teachers;In the aspect of effect feedback,expert teachers tend to heuristic and inquiry-based effect feedback;In terms of teaching strategies,expert teachers are more mature than novice teachers.In addition,from the students’ point of view,the students’ views on the subject teaching knowledge of mathematics teachers were investigated in six classes taught by teachers.The results of the questionnaire show that there are significant differences in the aspects of “mathematics content knowledge”,“teaching content organization”,“students’ understanding knowledge”,“effect feedback knowledge” and “teaching strategy knowledge”,which further demonstrates the author’s conclusion in the case analysis.Accordingly,the author puts forward corresponding suggestions for the professional growth of novice teachers:First,take the teaching goal as the guidance,constructs the effective teaching pattern;Secondly,we should establish the subject knowledge system and deepen the subject teaching content;Thirdly,pay attention to students’ fallibility and break through the key and difficult points;Fourthly,we should establish thetraining mode of master-apprentice system to promote the transformation of novice teachers to expert teachers;Finally,in the process of teaching reflection,we should improve the construction of subject teaching knowledge system.