The Study And Survey Of Knowledge Structure Of Mathematics Teachers In Primary School

The exploration of knowledge has a long history.But the systematic study of teachers' knowledge structure has developed very recently.Domestically,such kind of systematic study began from the eighties of the last century,while overseas it appeared more late.And most researchers talked about this problem from the aspect of what knowledge teachers should possess.They lack the attention to the real state of teachers'knowledge structure. As for the study for the knowledge structure of mathematics teachers in primary school,by now this problem has not got a very good answer.Facing the course reform,the problem about what knowledge and reality mathematics teachers in primary school should possess appears more and more important.Therefore,it is necessary for us to look into the knowledge structure of mathematics teachers in primary school, to find out whether they are adaptable to the course reform and seek the gap that lies between the knowledge of teachers and requirements of new courses, thus, put forward the measures to improve the knowledge structure of mathematics teachers in primary school.This paper analyses the knowledge structure of mathematics teachers in primary school,from the three main aspects of identity knowledge,conditional knowledge,and practical knowledge. It uses the methods of questionaire, interview and so on. It confirms that under the background of course reform,the knowledge structure of mathematics teachers in primary school should be improved via several approaches. At the same time it also gives some constructive advice to deal with the undergraduate course setting of majoprs in primary school education and the further education for teachers at work. Its goal is to make mathematics teachers in primary school the drive for course reform.The structure of this paper is as follows:IntroductionPart One: the problem of this study,its research method and meaning;Part Two: the total statement of teachers' knowledge structure, include the present condition for study of teachers'knowledge structure and the challenge that course reform gives to teachers' knowledge structure;Part Three: the survey and analysis of the present condition for mathematics teachers in primary school; Part Four: based on the preceding parts,give some constructive advice as for the pre-work training and post-work further education of mathematics teachers in primary school.Conclusion: under the background of course reform,the knowledge structure of mathematics teachers in primary school should be improved via several approaches. It also puts forward the problems that need further discussing.