Design Research On The Development Of Practice-based Knowledge And Competency Of Pre-service Mathematics Teachers

Practice-based Knowledge and Competency is the most core concept with the development of Qingpu experience today.It is an important part of the mathematics educational theory with Chinese characteristics formed by Mr.Gu Ling-yuan and his research team through the practice research in three stages of Qingpu experiment,teacher action education model and teacher development instructor for about 40 years.Based on the research of Gu Ling-yuan,Bao Jian-sheng and their team on practice-based knowledge and competency,this paper starts from the perspective of etymology and philosophy and analyzes the source of life and development of the words "knowledge","ability" and "practice" related to practice-based knowledge and competency,and construes the philosophical viewpoints related to these words as well as the common ground of different philosophical viewpoints.Then,combining the relevant theories,especially the four questions of the German philosopher Immanuel Kant,the theoretical basis of practical aptitudes of mathematics teachers is further explored,and the concept of practical aptitudes of mathematics teachers is redefined again.On the basis of Professor Bao Jian-sheng's frame about mathematics teacher's practice-based knowledge and competency,the frame of mathematics teacher's practice-based knowledge and competency is detailed.In the framework of the detailed practice-based knowledge and competency of mathematics teachers,the main intervention courses are "mathematics education","mathematics teaching skills training" and " Interpretation of mathematics curriculum standards and mathematics textbook research".The teaching of Triangle Interior Angle Theorem,Pythagorean theorem and vertical diameter theorem in junior middle school was chosen to carry out one semester intervention teaching of practice-based knowledge and competency development for 44 pre-service mathematics teachers of grade 2015 and 76 pre-service mathematics teachers of grade 2016 in the fall semester of 2017 and the fall semester of 2018 respectively.On the basis of the detailed framework of practice-based knowledge and competency of mathematics teachers,a questionnaire and an interview outline of practice-based knowledge and competency of pre-service mathematics teachers are developed by using the methods of questionnaire,interview and discussion,this paper makes an empirical study on the development of practice-based knowledge and competency of pre-service mathematics teachers,which mainly solves four research questions:(1)What is the current situation of practice-based knowledge and competency of pre-service Mathematics Teachers?(2)What kind of analysis did the pre-service Mathematics teachers have on the teaching of three theorem proving when they studied the teaching theory in the intervention course? How did this analysis help them in their teaching of the three theorems?(3)Under the framework of practice-based knowledge and competency model for mathematics teachers,pre-service mathematics teachers study,think and discuss the text cases of teaching design provided by researchers,such as triangle inner angle theorem,pythagorean theorem and vertical diameter theorem.What is the role of teaching pre-service mathematics teachers to understand the three theorems?(4)After the study and training of mathematics teachers' practice-based knowledge and competency intervention curriculum,what changes have taken place in pre-service mathematics teachers' practice-based knowledge and competency?The main conclusions are as follows:1.The current situation of pre-service mathematics teachers' practice-based knowledge and competency of mathematics is not optimistic,but at the same time,pre-service mathematics teachers' practice-based knowledge and competency of mathematics is not blank.But there are certain accumulations in the fields of knowledge base,teaching process and support system of mathematics teachers' practice-based knowledge and competency,which come from the process of their education including the educational process in primary and secondary schools and the university educational process and the process of some pre-service mathematics teachers doing mathematics tutoring in primary and secondary schools.And the pre-service mathematics teachers through receiving primary and secondary education and university education,especially mathematics education,they have accumulated some knowledge in educational teaching theory,psychological theory,mathematical literacy and information technology,but their teaching experience,especially the ability of classroom control,is still weak.2.By using the model of practice-based knowledge and competency of mathematics teachers for teaching intervention,the practice-based knowledge and competency of pre-service mathematics teachers can be greatly developed,which shows that there is a significant difference between pre-test and post-test of practice-based knowledge and competency.3.The application of practical knowledge model in the training of pre-service mathematics teachers has a certain potential,but it needs a good design in the application process,that is,a scientific teaching intervention process.4.In the teaching of the practice-based knowledge and competency intervention course,we should not only attach importance to the teaching and learning of theory,but also attach importance to the practice of combining theory with the teaching of the proof of three theorems at any time.To organize and guide the pre-service mathematics teachers to study,think,analyze and discuss the mathematics teaching theory is not only beneficial to their understanding of the mathematics teaching theory,but also beneficial to the understanding of the teaching of the concrete mathematics teaching content.5.To provide mature teaching cases of proof of three theorems for pre-service mathematics teachers,and organize them to study,discuss and exchange the cases systematically.The teaching of proof for their understanding of three theorems is of positive significance.6.Through mathematics teaching theory study,mathematics teaching skill training,design teaching,discussion and confidence announcement,the support system(belief and attitude)of practice-based knowledge and competency of pre-service mathematics teachers has been improved.7.The intervention teaching of practical knowledge of pre-service mathematics teachers designed in this study has obvious effect on improving practical knowledge of pre-service mathematics teachers.Finally,combined with the research process and conclusion of this study,the author gives some enlightenment to the study of practice-based knowledge and competency of mathematics teachers and the education of mathematics teachers in China.This paper gives some suggestions to the teachers of Mathematics Education and mathematics education in colleges and universities,and looks forward to the future research on the practice-based knowledge and competency of mathematics teachers.This study believes that in order to open up a new world of mathematics education and to establish a research field with distinctive Chinese characteristics,this research has made a little progress.