Strategy For Pedagogical Content Knowledge Development Of Junior Mathematics Teacher

Since "education and training of teachers" and "professional development of teachers" have been the topics of the Year Book of World Education in 1963 and 1980 respectively, it is obvious that the teacher's education and the teacher's profession have long been the issues of people's concerns.In the research of the teacher development, there exist two related themes: one is the teacher's knowledge and the other is the strategy of the teacher development.It has been discovered in the research of the teacher's knowledge that besides the knowledge in mathematics, mathematics teachers possesse another important knowledge - pedagogical content knowledge. Such knowledge is the knowledge to effectively transform the mathematical knowledge in scientific form into the mathematical knowledge in the educational form. It is such knowledge that makes the teacher of mathematics different from the mathematician and the teachers of other subjects.Currently, some new concepts and modes on instruction have been presented in the new round of reform of mathematics subject, such as hands-on activity, independent exploration, exchange and cooperation. However, such new teaching concepts and modes are applicable to the general teaching concepts and modes of all subjects. If they are not organically combined with the knowledge of mathematics, the so-called experiment with your own hands, independent exploration, exchange and cooperation could be the activities on the non-mathematical layer, which could lead the students' thinking activities separate from mathematics, or even cause negative impacts on the study of mathematics. Therefore, the implementation of the new mathematics subject lies in development of the teacher's on the pedagogical contents knowledge.Based on sufficient reference to the research on development strategy to promote the teachers' profession both home and abroad, a strategy to promote the development of the pedagogical content knowledge of the middle school mathematics teachers - the strategy of " study in action" is brought forward in this article, which is fundamentally aimed at increasing the professional level of the mathematics teachers' group under the organization and guidance of the promoters by means of common efforts of the teachers' group to resolve the problems and the puzzles in the mathematical teaching practice one by one so as to continuously develop the teachers' pedagogical content knowledge.Theoretically speaking, the strategy of "study in action" is composed of three operating periods: "period for configuration of action group", "period for joining new subject concept with new standard of behavior" and "period for coordination of new subject action and concept".The implementation of this strategy is deployed on the basis of the mathematics...