A Survey On The Professional Knowledge Of Beginning Mathematics Teachers In Primary Schools

With the deepening of the basic education curriculum reform and development,people pay more and more attention to the development of teachers’ professional quality,and teachers’ professional knowledge as the core essential factor of teacher’s professional quality,has an irreplaceable role in teachers’ professional quality,teachers’ professional knowledge is not only the teacher to carry out the education teaching activity of intellectual resources,moreover,its richness also directly determines the teachers’ professional quality of high and low.In 2012,the Professional Standards for Primary School Teachers(Trial)(hereinafter referred to as Trial)incorporated "professional knowledge" into the basic content,and divided "professional knowledge" into four fields: "development knowledge of primary school students","subject knowledge","education and teaching knowledge" and "general knowledge".The professional knowledge in these four fields is the most basic requirement for the professional knowledge of primary school teachers.The proposal of this requirement emphasizes the importance of teachers’ professional knowledge to the majority of primary school mathematics teachers.However,does the basic requirement of teachers’ professional knowledge in "Trial implementation" arouse the attention of primary school mathematics teachers? How can I improve my professional knowledge in practical teaching? For this reason,many scholars have studied the meaning,classification,characteristics and improvement strategies of teachers’ professional knowledge.However,most of the subjects studied are primary school,middle school or high school teachers,rarely involving primary school mathematics teachers.What is the current situation of elementary school mathematics teachers’ professional knowledge? By what factors? How to effectively improve the level ofprofessional knowledge of primary school mathematics teachers in frontline teaching? Therefore,this topic will focus on these problems to study,hoping to provide some help to the first-line primary school mathematics teachers to optimize the professional knowledge structure.This study is divided into six parts:The first part is the introduction,mainly expound the background,method and purpose of this research.The second part is the literature review,through consulting and sorting out the research results of teachers’ professional knowledge at home and abroad,under the solid theoretical guidance to carry out the research work.By sorting out relevant theoretical research results,the author finds that there are few research results on the current professional knowledge of elementary school mathematics teachers,and how to improve the professional knowledge structure of elementary school mathematics teachers is also an urgent problem to be solved.The third part is on the basis of summarizing the theoretical achievements of predecessors,the author defines the meaning of elementary school mathematics teachers and teachers’ professional knowledge,and analyzes the characteristics of teachers’ professional knowledge,which is divided into four dimensions: mathematics subject knowledge,mathematics subject teaching knowledge,educational theory knowledge and general knowledge.The fourth part is to carry out the investigation and study,in nanning green area,for example,in urban areas and the status quo of the rural elementary school mathematics teacher’s professional knowledge to be appointed to investigate and found that urban and rural elementary school mathematics teacher to be appointed in every professional knowledge under the dimension of some shortcomings more or less,that nanning green area elementary school mathematics teacher’s professional knowledge to be appointed the average level is not high.Different gender,educational background,professional background,teaching age and school area have influence on the professional knowledge of elementary school mathematics teachers.The fifth part is the combination of questionnaire and interviewsituation,analysis the present situation of the elementary school mathematics teacher’s professional knowledge to be appointed,and put forward by students,set up the concept of lifelong learning,improve the reflection ability,build a sound training system and improve the college education curriculum structure strategy to enhance the level of the elementary school mathematics teacher’s professional knowledge to be appointed.The sixth part is the conclusion,which describes the achievements and shortcomings of this research.