Research On The Subject Knowledge Development Of Mathematics Normal Students

Facing the era of rapid development,Teachers,as a profession,have not only the functions of preaching,teaching and dispelling puzzles,but also shoulder the historical mission of disseminating knowledge,ideas,truth and shaping soul,life and human beings.Teachers' professional development is a common trend in the development of international teacher education and the construction and development of teaching staff in various schools.As one of the main perspectives of teachers' professional development,teachers' professional klowledge has important research value.Among them,subject knowledge is the main carrier of teachers' professional knowledge structure and the core part of subject literacy.Teachers,subject knowledge can meet the needs of basic education reform.Normal colleges and universities shoulder the heavy responsibility.As the main force of pre-service teachers,mathematics normal students have important practical significance in the study of the current situation and development of their subject knowledge.After consulting the relevant literature,the author establishes a kaiowledge dimension framework of mathematics normal students based on Shulman and Ball's theories,which includes three parts:common content knowledge(CCK),specialized content knowledge(SCK)and horizon content knowledge(HCK).Based on this framework,the research is carried out.This study is divided into two parts:The first part is the research on the current situation of mathematics normal students' subject knowledge based on questionnaire method.The second part is the research on the subject knowledge development of normal mathematics students based on experimental research method.The first part of the study takes the knowledge of vector content as an example,and gives questionnaires to the students of 1805 and 1602 classes whose major is mathematics and applied mathematics in Yangzhou University,to analyze their mastery of CCK,SCK and HCK.In the second part,based on the concept and representation of vectors.Three volunteers are asked to watch the videos and report separately and then join in the group discussion.The research questions are as follows:1.Are video analysis and group discussion effective for normal students' ability in commenting teaching?2.Are normal students' subject knowledge developed during the experiment?3.How do the normal students' subject knowledge develop during the experiment?(1)In terms of CCK,mathematics normal students have forgotten the basic concept of vector.Their use of vector computing methods are not solid enough,and their skills need to be strengthened.In tenns of SCK,some normal students need to express "not used to" using vector tools to solve problems,which is difficult to reveal the nature of the errors taught by students in the classroom environment.As for HCK,normal students have a general understanding of the concepts of radix,dimension and subspace.Some of them still can't organize links among the three concepts.(2)After video analysis and group discussion,the four dimensions of mathematics content,students 'learning,criticism and suggestions for teaching improvement have been significantly improved,but there is still room for improvement.This shows that the methods of video analysis and group discussion are effective in improving the teaching ability of normal mathematics students.(3)A series of changes in subject knowledge occurred after the participants participated iin the experiment.As for CCK,the group discussion provided an opportunity for individual participants to clear up their misunderstandings about vector concepts.Each member further consolidates knowledge in the process.In terms of SCK,group discussion not only enables the subjects to understand the "what" of the problem,but also the "why" in the teaching content.This provides more in-depth background knowledge for answering students' doubts.In HCK,the subjects' effective discussion is not only to analyze teaching from a single mathematical topic knowledge,but also to consider whether the presentation of this chapter's mathematical content is reasonable from different mathematical topics and different academic background.According to the conclusions drawn from this study,the author puts forward the following suggestions for the subject knowledge education of mathematics normal students:(1)Mathematics normal students should consciously consolidate their knowledge of mathematics.Normal students should take the initiative to understand what kind of subject knowledge they have and make a change,and this kind of conscious education should run through the whole teacher's career.(2)Mathematics content in middle school should run through the process of normal students' education.To help normal mathematicians understand the internal relationship between different mathematical topics and understand the development and evolution of specific mathematical concepts at various stages.(3)The methods of "video analysis" and "group discussion" are applied to mathematics education courses to improve the teaching ability of normal mathematics students.Around different mathematical contents,normal students can be organized to watch,analyze and discuss videos.This can not only develop the subject knowledge of normal school students,but also help to improve their level of video analysis in mathematics content,students'learning,criticism,criticism and suggestions for improvement.