A Study On The Generation Of The Core Experience Of Preschool Teachers In Mathematics Teaching

At present,high-quality promotion of teacher professional development has become a key issue in the education field of all countries in the world.The professional development of teachers is not only professional beliefs,professional knowledge and abilities,but more importantly,the educational wisdom and wisdom of teachers in the education scene,and the construction of teachers’ professional competence based on the core literacy training of young children reminds us to pay attention to the specific fields of kindergarten teachers,or core experience of the discipline.The core experience of mathematics teaching mainly refers to the key concepts,abilities and skills of children’s mathematics teaching formed by teachers in the process of mathematics teaching.This study mainly focuses on the core experience of mathematics teaching for preschool teachers.What should be the core experience of mathematics teaching for preschool teachers,and how does it appear in the real field? How to guide the teachers in different professional development stages to continuously construct and grow the core experience of mathematics in the field of kindergarten through action research? What is the core experience of teachers’ core experience in different professional development stages?What are the security conditions for promoting the core experience of teachers’ mathematics teaching? In the course of research,this study follows the theory-practice-theory idea and conducts research in a combination of qualitative and quantitative methods,including the following:Firstly,the theoretical connotation and presentation characterization of the core experience of mathematics teaching for preschool teachers are put forward from the perspective of pedagogy and other theoretical perspectives.It mainly focuses on the exploration of the core experience essence of mathematics teaching for preschool teachers,including comprehensively expounding the concept connotation of the core experience of preschool teachers’ mathematics teaching,and the core experience,subject teaching knowledge and mathematics subject teaching knowledge.The difference is analyzed;the composition and external presentation characteristics of the core experience of mathematics teaching for preschool teachers are analyzed;the theoretical basis of this research is expounded,including constructivist learning theory,American Lesson Study theory and teacher learning advanced theory,and the basis and main core of its formation are described in detail,perspectives and relationships with this research.This part is the first chapter of the study.On the basis of this research,it studies the understanding and cognition of the core experience of mathematics teaching for preschool teachers.This part uses the self-compiled "Clinical Survey of Core Skills for Preschool Teachers’ Mathematics Teaching" to conduct a questionnaire survey of 595 pre-school teachers in 27 public and private kindergartens in a city,revealing the current level of core experience in mathematics teaching for preschool teachers and revealing the specific differences between teachers at different stages of career development,and an in-depth analysis of the main reasons for such differences.This is the second chapter of this study.In order to explore ways to improve the core experience of teachers’ mathematics teaching in different professional development stages,this part draws on the core viewpoints of constructivism theory,learning advanced theory,teacher lesson research theory,etc.,and adopts the paradigm of action research,which is carried out in the kindergarten field over a period of three months.From the diagnosis of problems,the improvement of experience,and the gradual internalization of experience,the three stages of research are gradually improved,and the understanding and application of the core experience of mathematics teaching are gradually improved by means of “same class heterogeneity” and “one lesson and three research”.This is the third chapter of this study.In order to explore the generation model of the core experience of mathematics teaching for preschool teachers in different professional development stages,this part summarizes and refines the generation model of the core experience of mathematics teaching for preschool teachers in different professional development stages according to the results of action research.The model is based on the ecological field of teacher professional development,based on the ecological field of teacher professional development,guided by the teacher’s ability standard,activates the teacher’s sustainable development motivation,and initially constructs a hierarchical model of the core experience of the kindergarten teachers’ mathematics field to determine the teacher.The framework of core experience development,and in-depth analysis and discussion of the relevant elements that affect the development of core experience in the field of mathematics for early childhood teachers.This is the fourth chapter of this study.Teacher professional development is not only the professional development of the individual,but also the development of the teacher team.Focusing on the topic of generating the guarantee conditions of the core experience of teachers’ mathematics teaching,this part is based on the construction of the kindergarten garden culture,the quality inspection system and the system guarantee system generated from the kindergarten learning community construction,the kindergarten teacher mathematics teaching core experience.Start a discussion and try to build a guarantee condition that will help the core experience of teachers’ mathematics teaching.This is the fifth chapter of this study.Through the whole research,this study draws the following conclusions:1.The core concepts,abilities and skills of early childhood mathematics teaching formed by the teachers in the mathematics teaching process.2.Teachers at different stages of professional development have significant demographic differences in the understanding and application of core mathematics experience.3.The kindergarten teaching site is the key path for the generation of preschool teachers’ core experience in mathematics teaching.4.Teachers in different professional development stages have a hierarchical level of core experience.5.The construction of kindergarten learning community,step growth plan and scientific quality monitoring are the main external conditions to promote the generation of preschool teachers’ core experience in mathematics teaching.