Middle School Mathematics Teacher's Teaching Research Knowledge Sources

As the premise and condition of the effective teaching, teachers’ knowledge has always been one of the hot research topics of the teachers’ professional development since1980s. As a social group with strong speciality and practicalness, middle school teachers’professional level plays a vital role for the overall development of the basic education. Professional knowledge is the important foundation of teachers’ professional accomplishment, and then the structure and its sources will naturally become the important content of the research of teachers’knowledge.The aim of this study is to investigate the sources of middle school mathematics teachers’teaching knowledge, and it mainly focuses on the following two problems:the sources of middle school mathematics teachers’teaching knowledge and the contribution degree of these sources to teachers’teaching knowledge. And I hope that it could provide some reference for the middle school mathematics teachers to continuously enrich their teaching knowledge and at the same time provide some suggestions for the cultivation of normal university students.It believes in this research that teachers’teaching knowledge mainly includes the following three aspects:curriculum knowledge about mathematics teaching, content knowledge about mathematics teaching, and methodology knowledge about mathematics teaching.In this research, all the mathematics teachers in XXX secondary school in a district of Beijing are chosen as the research objects, and it mainly adopts the methods of questionnaire and interview. The results show that the sources of the teaching knowledge of middle school mathematics teachers mainly include the following several aspects:experience as a student, pre-service training, on-the-job training, organized professional activity, exchanges between colleagues, professional books reading, personal teaching experience and reflection, the use of Internet, campus culture, and U-S cooperation.Different from previous studies, it believes in this research that the use of network, campus culture, and U-S cooperation has become the sources of teachers’ teaching knowledge, and different sources have different contribution. The detailed description will be presented at the conclusion part of this thesis.