Research On Training Mode Of Professional Knowledge Development For Primary School Mathematical Teachers

In recent years, more and more studies have pointed out that the effectiveness of teaching is closely related to the level of teachers’ professional knowledge, and teachers’ professional knowledge is only a part of pre-service noemal education, teachers’ in-service training is one of the important ways to obtain professional knowledge. Although many scholars have done a lot of research on the effective training of teachers, this research attempts to study the role of teacher training in primary school mathematics teachers’ professional knowledge deverlopment, and to explore ways to make the training more effective.This study consists of four parts. The first part mainly introduces the research background and related work of other researchers, as well as the theoretical basis of this study and research methods. The second part is a sampling investigation of professional knowledge of primary school mathematics teachers in Henan Province to obtain and overall impression of the average level of the group.The third part uses teacher professional development stage theory, cognitive apprenticeship theory, and constructivism theory as the theoretical basis, combined with the author’s practice of teacher training. The research paradigm is design research.The study combines case study and survey research. Three most common in-service training modes face-to-face group training, remote online training, and teacher learning community are analyzed from the perspectives of organizers and participants. The influence of the three training modes on the professional knowledge and teaching behavior of the primary school teachers is studied, and comparisons are made. In the fourth part of this study, conclusions are drawn as follows:(1) The level of professional knowledge of current China Midwest rural primary school mathematics teachers is not optimal; (2) Face-to-face group training has remarkable effect in improving teachers’" scientific mathematical knowledge"; Renowned teacher workshop training is effective to improve the teachers’ mathematics education knowledge; Remote online training can solve the "work-learning contradiction", enhancing the trainees’ breadth of knowledge; (3) Solely from the perspective of primary school mathematics teachers’ professional knowledge, different teacher training modes have their own advantages and disadvantages in developing professional knowledge. It is difficult to replace each other. Therefore, the ideal teacher training should be the effective combination of the three, the mixed training mode.In the end of this study, some suggestions and further research directions for the current teacher in-service training are put forward. An improved double-led "teacher workshop" U-G-S (University-Government-School) system is designed. In the process of designing teachers’ in-service training, trainers often find themselves in many contradictions, such as the theory and the practice, the ideal and the reality, the content and the form, the tradition and the renovation. So teacher education is to seek a balance, not just to work from the perspective of teacher development. In short, teacher training is a huge systematic project; it is necessary to further study the results of this research in the current primary school mathematics teacher training.