| With putting forward the concept of teachers' specialization,the scholars' research on teachers' specialization more and more.And the focus issue in teachers' specialization is the teachers' knowledge.About mathematical subject,the mathematics knowledge is the base in mathematics teacher's knowledge.Since the new curriculum reform of basic education in China,the teachers' mathematical subject knowledge should have some appropriate supplementary and adjustments in accordance with new curriculum requirements.Only the teachers have reasonable knowledge of the subject,then they can more effectively improve teaching quality,promote the development of students.But the lack of teachers' ontological knowledge has been growing an outstanding problem,has become one of the obstacles that restrict the professional growth and the education and teaching quality of teachers.The influence of the mastery level of teachers' knowledge on the teaching effect of the subject becomes an urgent researching issue.In this study,the "math teacher in junior middle school” is the object of study,“the influences of Geometry Knowledge Mastery Level on Geometry Teaching Effect in junior middle school mathematics teacher" as a research subject.By the theoretical analysis and practical investigation,we will develop an assessment tool to measure the level of knowledge mastery of mathematics teacher in junior middle school.The assessment tool is made from six dimensions: metric geometry,experience geometry,transformation geometry,deductive geometry,coordinate geometry and geometrical culture.Then examine the teacher's geometry knowledge,further,analyzes its influences on geometry teaching effect.This study used qualitative and quantitative analysis method.By observational method and focused interviews method,observes the geometry classroom teaching,and have focus interviews after class.Collects of relevant data through questionnaire survey and test method.Processes data by using the methods of coding analysis,project analysis,confirmatory factor analysis,variance analysis and ex post analysis,then verifies the relationship hypothesis.The research process consists of four parts:1.Developments of research tools.Through the means of theoretical construction,expert advice and discuss,literature review,classroom observations,focus interviews after class,develops measuring tool of "The mastery level of geometry knowledge of mathematics teachers in junior middle school ",and test the tools for reliability and validity;2.Classroom observation,data collection.By a stratified random sampling method,selects research object and carry out classroom observation respectively within three semesters.Through first and the second evaluation,compares the differences of teachers' geometry knowledge between two evaluations,inspects the stability of mastery level;3.Evaluate all study objects about "the mastery level of geometry knowledge of mathematics teachers in junior middle school ";4.By the statistics and analysis about the attitude of the graphics and geometry learning,the geometric view,the problem solving abilities and the test scores of the four dimensions,then we can to find the influences of "mastery level of geometry knowledge of mathematics teachers in junior middle school" on teaching effect.Study conclusions:1.There is not significant correlation between the mastery level of geometry knowledge of junior mathematics teachers and students' geometric learning attitude.There are many factors influencing the learning attitude.This study is based on data analysis,and concludes that teachers' mastery level of geometrical knowledge does not affect students' attitude towards geometry learning2.There is a significant correlation between the mastery level of geometry knowledge of junior mathematics teachers and students' geometrics view.The teacher's geometrical view is not established,it is believed that geometry teaching is the calculation and proof,not knowing the existence of geometry transformation.This kind of geometrical view is isolated,which leads to the influence in students ' geometric view,and directly affects the effect of geometry teaching.This is a logical relation between students ' geometrical view and teacher's mastery level of geometry knowledge.3.There is a significant correlation between the mastery level of geometry knowledge of junior mathematics teachers and students' problem-solving ability.The "problem solving" in the study is mainly based on geometry.The teacher's mastery level of geometry knowledge is not high,which will affect students ' ability to solve problems.In terms of ontology knowledge,if teachers can not grasp correctly the arrangement system about axis symmetry,translation and rotation,it will affect the teaching effect of the branch of transformation geometry,which will affect students ' ability of solving this problem.4.There is a significant correlation between the mastery level of geometry knowledge of junior mathematics teachers and students' test scores.The inner logic is that the teachers are lacking of noumenon knowledge and their views of geometry are isolated,will affect the students in the establishment of the concept of geometry and problem solving ability,directly affect the geometry school record of students.5.Getting the higher level of geometry knowledge will help teachers to correctly hold the value of geometric education.There has a widespread phenomenon with the mathematics teachers of the junior middle school.It is that the teachers only know logic geometry,focusing on reasoning ability and spatial ability,ignoring the intuitional geometry.They don't know what are Experimental Geometry,Transformed Geometry,even think they are useless.We can know by our study that the teachers with higher level of geometry knowledge,also effectively grasp of noumenon knowledge,will help teachers to use connective viewpoint,and do better to analyze and grasp the value of geometry education.6.Teachers have a high level of geometry knowledge,which is conducive to improving the teaching level of mathematics.At the teaching activities of geometry,the teachers have higher level of geometry knowledge,will enhance the depth and breadth of geometry teaching,and help students to accumulate deeper mathematical activities experience.That are reflected in students' acquisition of mathematical way of thinking,which is an experiences of mathematics study.Also reflected in mathematical abstraction ability,mathematical reasoning ability,mathematical modeling ability,intuitive imagination ability,operation ability and data analysis ability,which are necessary for the development of students' mathematics.7.There are strategies and channels to improving mathematics teachers' geometrical knowledge level.About the mathematics teacher's pre-occupation training,we should reform the curricula of mathematics teacher education.The curricula have not only mathematics "professional knowledge",but also "value knowledge",such as "role","meaning" and "relationships","objective",thus to expand the scope of mathematics teacher's knowledge.About setting out mathematics curriculum standards,we should have more materials that can lead teachers to know the essence of subject knowledge and the function of developing students.About redacting textbooks and teacher reference books,we should be more clearly to present the subject knowledge structure,that aims to establish a more complete knowledge structure in teacher.About the continuing education of mathematics teachers,we should set some mathematics culture courses,which aims to macroscopically understanding mathematics knowledge,establishing complete geometry knowledge system in junior middle school. |
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