Study Of The Structure And Development Of Professional Knowledge Of High School Mathematics Teacher

In the new curriculum,high school mathematics teacher is required to obtain some professional quality , sum up including the professional knowledge , professional technical ability and professional affection, the professional knowledge is considered to be a fundamental factor that teachers form and develop professional skill and professional affection. Based on having analysed home and abroad systematically about the architectural relevance of teacher professional knowledge structure, choose 8 high schools in Jin Hua ,Zhejiang Province , 60 the mathematics teacher carries out questionnaire investigation, the classroom observation , interview after class, discussing the high school mathematics professional knowledge is required to obtain in theory in the new curriculum , discussing the professional knowledge that the high school mathematics teacher already has at present on the surface, analysising the different between them , adapting to the angle that the new curriculum develops, sum up the professional knowledge structure of the high school mathematics teachers.Average culture knowledge. Average culture knowledge has moulding the humanity spirit, the inherent value forming humanity quality , the teacher is able to satisfy the need that every student's exploration interest and many ways develops just only when they having had extensive culture knowledge, that could able to help a student to know the objective world, that could able to help themselves to understand knowledge much better , that could able to help themselves to understand the educating knowledge much better.Mathematics professional knowledge. The mathematics teacher needs have entire ,system, profound grasping to mathematics professional knowledge. Generalspeaking, mathematics professional knowledge includes five aspect: (1) mathematics content knowledge; (2) mathematics essence knowledge; (3) mathematics logicality knowledge; (4) belief about mathematics; (5) relevant up to the minute development of mathematics, the achievement getting lately.Teaching knowledge. Teacher job "double major " characteristic objective required that having a teaching knowledge and skill is requirement, is to be engaged in the theory basis, to be also a premise with from experience level rise to science level horizontal. Teaching knowledge include education theory, psychology theory, moral theory, teaching theory, education history theory, educational sociology theory, educational psychology theory, educational management theory, education law theory, education comparatively theory, education reform and experiment,modern education technology knowledge, education study of science and so on. Mathematics teaching knowledge. Since the mathematics has characteristics such as abstract, rigorous , applicative universality and discriminate,therefore mathematic teaching also has more different than discipline teaching characteristic, has whose characteristic. In the new curriculum ,mathematical education not only teaches knowledge technical ability, artifice , but also have wanted to teach mathematics mentality, train studying initiative , daring to explore way , going to attach importance to the mathematics and actual connection, developping student's application.Teaching practice knowledge. Teaching practice knowledge refers to teacher knowledge classroom circumstances being related to that in frontage reality , this knowledge is teacher teaching experience accumulation.Mathematics accomplishment. Accomplishment is the key element much better using people's knowledge and ability , the author regards it being mathematic accomplishment covered mathematics thought, aware of the mathematics, understand and appreciate mathematic and so on.The result of investigating indicate that,nowadays,the professional knowledge structure of high school mathematics teacher is still more or less out of place. So it is very important to optimize and perfect professional knowledge structure of high school mathematics teachers. In the teacher training, we should pay attention to mental consciousness that mathematics teachers'self-development; reform the course setting according to the renewal need of teachers' professional knowledge; pay attention to adopt to teach using personal influence; pay attention to build perfect teacher qualification attestation system.