The Research On Knowledeg's Status And Sources Of Pre-service Teacher

High school mathematics curriculum reform has been implemented in the country together. The implementation of curriculum reform and other aspects of the course has a significant change, with particular emphasis on the practical application of mathematics and to develop self-learning ability of students.The teachers are the main perpetrators to carry out programs.The reserves of teacher knowledge is a direct influence on the conduct of teaching. Therefore, the knowledge base of preservice teachers to investigate the situation is very meaningful.This study selected a Northeast Normal University Institute of Mathematics and Statistics, jobs will go to 100 preservice teachers (including 50 seniors, students study two of 50) as the research object to function as a carrier to take qualitative and Quantitative research method of combining the knowledge of their mathematical understanding of the situation to investigate. This study investigated three aspects: 1. preservice teachers reserves of subject content knowledge; 2. preservice teachers pedagogical content knowledge of the reserves; 3. preservice teachers a source of mathematical knowledge. Through questionnaires and interviews, the following result:Pre-service teachers mathematical knowledge is not a very good understanding of the situation, in particular in: knowledge of subject content on the function of secondary and university levels in the development of poor; knowledge about the function of teaching whether in terms of student learning or teaching aspects of Have not reached the expected standards of teachers.Pre-service teachers mathematical knowledge from the source of the investigation point of view, practice, tutoring or other student internship experience and their most important source of knowledge, and specialized courses of study but is the least important source. Many preservice teachers to the existing curriculum and assessment system is not very satisfactory.