Present Conditions Of The Study And Survey About Knowledge Structure Of Math Teachers From Nan Guan District Priming School

It has been ten years since the Basic Education Curriculum Reform was carried out. During these years, math teachers'knowledge structure has changed greatly. New curriculum makes new demands on teachers'teaching conception and approach. Meanwhile, the Quality Education promotes the new learning styles such as self-regulated learning, cooperative learning, explorative learning etc. to integrate into regular class. Under such background, to know teachers'knowledge structure status seems much more important than before. Since teachers'knowledge structure is a complicated concept, this research plans to inquire the knowledge structure of math teachers from Nan Guan District primary school in three aspects: professional knowledge of Math, professional knowledge of teaching and practical knowledge, and analyze the causes of the deficiency of these teachers'knowledge structure so as to provide reference for future in-service teacher education.The author employs three research methods in the process of studying: questionnaire survey as the major tool assisted with literature review and case analysis. The questionnaire survey is used to investigate the knowledge structure status of primary school math teachers. The analysis to influence factors and real teaching cases is in favor of drawing the conclusion that the educational level of math teachers in Nan Guan District primary school is rising continuously and 90% of them are teachers with a B.A. degree or above; but the math teachers'professional knowledge of math stays at a average level, and most of the math teachers couldn't handle the primary stage math knowledge as a whole, on the contrary, they only mind their own business; besides, teachers'possessing of the theoretical teaching knowledge varies; the practical knowledge of middle-aged teachers is obviously richer than that of newly appointed teachers and young teachers; then, the professional knowledge of math that the newly appointed teachers have is more sufficient than theoretical teaching knowledge and practical knowledge; whereas the practical knowledge and the professional knowledge of math that the young teachers and middle-aged teachers have are both more adequate than theoretical teaching knowledge.According to above conclusions, the author tried to give suggestions on teachers'after-employment education. Firstly, teachers should continuously strive for self-improvement and set up the belief of life-long study and also grasp new teaching theories and teaching methods in order to accommodate to the requirements that the new curriculum puts forward. Secondly, let the teachers"sit-down"and"step-out"for the sake of broaden their vision and extend their knowledge structure. Thirdly, employ expert teachers to deliver lectures regularly so as to help the primary teachers understand and apply new teaching theories and increase professional knowledge of math.