The Influence Of Classroom Teaching Improvement On The New Teachers' Professional Knowledge

With the deepening of the research on teacher education, the new teachers’ class teaching research draws educators’ interests, and gradually it is becoming a hot topic in education.In recent years, more and more people begin to realize the importance of classroom teaching, especially, and also they focus on the new teacher’s class so that the new teachers can improve their professional knowledge and they can become an excellent teachers. From the point of the research object, there are few researches on the new teacher’s classroom, especially there are less contrast study. The new teachers are stepping into the new career and are eager to improve their professional skills. However, the class burden on the teachers make them feel tired in the training course. According to the above situation and from the perspective of classroom observation, this study will carry out an research an the teaching of the two semesters before and after tracking and collect new mathematics teachers’ classroom teaching related data, and then we will make an detailed analysis from the horizontal and vertical angle. As a result, we can make an analysis on the influence which brought by the class improvement Because the key point of this paper is the improvement of classroom teaching, so for the new mathematics teachers’ professional knowledge, this paper will select four kinds of knowledge to analyze: Specialized Content Knowledge(SCK), Knowledge of Content and Students(KCS), and Knowledge of Content and Teaching(KCT)and Knowledge of Content and Curriculum(KCC).This thesis uses classroom teaching as the main line through four dimensions. Specific coding system is developed under the dimension including the implementation of classroom teaching, classroom dialogue, the types of questions and the interection between teachers and students in the classroom.On the basis of using four kinds of the coding system to code classroom teaching text and video, the combination of qualitative and quantitative methods are adapted to analyze classroom teaching.Finally, through the comparison of horizontal and vertical analysis, four conclusions are got in this study:1) Through the improvement of classroom teaching, the contents of the new mathematics teachers’ specialized knowledge has a positive effect, all new teachers for the classroom teaching task set is no longer from blunt about the book. Setting of the teaching mission will take into account the students’ cognitive level.2) The improvement of classroom teaching has positive influence on the knowledge of the mathematical content of the new teachers and students. New mathematics teachers know about the students’ interests in mathematics learning, attitudes and expectations, thus make evalutions and feedback according to the actual situation..3) The improvement of classroom teaching has positive effect on knowledge of mathematics content and the teaching of the new teachers. They will pay more attention to the design of the task, organization and management and be able to grasp the teaching difficult points for the design of the task.4) The improvement of classroom teaching has positive influence on the content of the new teachers and the knowledge of mathematics. They could better understand the teaching material and have deep insights.In conclusion, the two stages of classroom teaching for the new teacher of mathematics are studied in details. And also the development of new mathematics teachers’ professional knowledge is analyzed. This study can provide an example for the new mathematics teachers’ professional development.