Comparative Study Of Curriculum Knowledge Of High School Mathematics Teachers

China s basic education reform is in groping swing.Teacher s curriculum knowledge is one of the hottest issuesin education study.As one of the important constituent of theteacher s knowledge,curriculum knowledge influence teachers concept, action and ability of teaching. The improving ofteacher curriculum knowledge has very important effect onteacher s professionalization.With the deepening of theeducation reform, the study about teacher is developing rapid.The study of the teacher s curriculum knowledge is becominga very important field of education studies.This paper mainly uses the literature and investigationmethod to research the curriculum knowledge on novice andexpert mathematics teachers.At first,I use the methods ofliterature reviews the existing research，find the dimensionsof the research on Teachers’ curriculum knowledge,find sometheoretical basis.Then,I use questionnaire method， set aquestionnaire survey of teachers.Last,I make a comparativestudy based on the results of the survey,identify thedifferences between high school mathematics teacherscurriculum knowledge,and analyze the influence of subjective factors and objective factors of teachers curriculumknowledge.At the same time,I through comparative study find thatthose are many differences matters in high school mathematicsteacher curriculum knowledge,teaching experience, knowledgeand cultural background are the main factors.I hope tostrengthen how to effectively enhance the education and thetraining of teacher knowledge in teacher education.