The Case Study Of Primary School Mathematics Teachers' Teaching Logic

Teachers are the subjects of educational practice,and their teaching epistemology is the cardinal principle for them to settle in the society.It not only restrains the transformation of their teaching behavior from their teaching idea,but also restrains their present and after-present teaching practice.Through the transformation of the paradigm from "effective teaching personality characteristics" to"teacher cognition",Effective Teaching Research shows that researchers are getting more and more aware that cognition is the primary variable in dominating teachers in their teaching practice.Moreover,teaching rationality requires teachers to transform their roles in teaching,as reflective practitioners,teachers should constantly make their teaching practice more and more rational and set their teaching action on the basis of justification.In view of the limitations of the previous studies on the discourse of teachers' Cognition,this research takes teaching logic as a new expression to study teacher cognition,attempting to reveal the potential teaching logic behind teachers' teaching practice,its variation characteristics and influencing factors.This study aims to provide the basis for the rational development of teaching logic and the constant improvement of teaching practice.The teaching logic of Mathematics teachers in primary school has its general characteristics and its particularity as well.The teaching logic of primary school teachers is a result of the construction between "mathematics" and "teaching".This study takes primary school mathematics teachers as one case and does researches on their teaching logic.The thesis mainly covers six research questions:ontology research on the teaching logic of primary school mathematics teachers;research on the formation and development of teaching logic of primary school mathematics teachers;research on their teaching logic of isolated teaching problem solving;research on their teaching logic of series of teaching problem solving;research on the changing of their teaching logic and influence factors and research on the rational development of their teaching logic.Ontology research on the teaching logic of primary school mathematics teachers explains what is teaching logic and what is the teaching logic of primary school mathematics teachers.Furthermore,the study carries out some research on the features of the teaching logic of primary school mathematics teachers,its structure,types and value from the theoretical level.Research on the formation and development of teaching logic of primary school mathematics teachers discusses the basis for the formation and development of teaching logic from the angles of embodied cognitive science theory,tacit knowledge theory and reflective teaching theory.It analyses the forming process of teaching logic theoretically and points out that teaching logic is the interactive result between the teacher and the immediate situation.The basic process for the forming of teaching logic includes situation evaluation,problem definition,object solving,argument picking,logic linking,action reflection,belief confirmation.This part also discusses the developing level and modes theoretically.For the part of the teaching logic of isolated teaching problem solving,it investigates the different teachers' understanding of the same teaching problem with nine teaching problems as the starting point.The result shows that teachers have different understanding to the same teaching problem,which reflects their different teaching logic.Research on the teaching logic of series of teaching problem solving classifies and analyses teaching logic.This part generalizes the external characteristics and internal basis of three types of teaching logic.By taking some typical case as an example,this part makes an analysis of some individual teacher's teaching logic in a detail.Based on the previous empirical study,research on the changing of their teaching logic and influence factors generalizes the variable features of primary school mathematics teacher's teaching logic from a novice teacher to an experienced teacher.By searching longitudinally and comparing horizontally,this part attempts to find the main factors of influencing the changes of teaching logic among primary school mathematics teachers.Research on the rational development of teaching logic of primary school mathematics teachers discusses the prerequisite,the intension and extension of the rational development of teaching logic.Based on it,this part puts forward the effective strategies for the rational development of teaching logic:the subject consciousness awakening of teaching logic construction;restoring the rightful position of "body" in teaching logic construction and reinforcing the effective management for teacher's practical knowledge;promoting the conversation between professional teaching theory and the individual teacher's experience;adopting effective measures to help the development of teaching logic in different periods,and taking an active role of Practice Community in teaching logic development as well.