Research On High School Mathematics Teachers’ Pedagogical Content Knowledge Development

At present, the education circles all over the world will have zeroed in the professional development of teachers and teacher education. Fertility issues, makes relevant research topic not only become the outside experts and scholars and the domestic research theory discussion heat. Point and focus, also has become the most important mission occupation of teachers own development. In the case of China, a new round of the basic education reform and further promote the puts forward new requirements and new challenges to the full range of about 16000000 teachers. Teachers as the main force in the implementation of new curriculum and teaching reform and the decisive factor, all the curriculum idea, the professional knowledge and teaching skills are to be continued to improve and update. In the professional development of teachers, knowledge is certainly in the most important position and pedagogical content knowledge as the core knowledge of teachers, is not only to maximize the implementation of classroom teaching and teaching effectiveness of the foundation to achieve, its formation and development is the core of teacher professional development sign.This paper takes the subject teaching knowledge as the starting point for the high school mathematics teachers’ professional knowledge development research. This paper adopts the research method combining quantitative and qualitative,120 senior high school mathematics teacher survey of 6 district 12high schools in Changchun City pedagogical content knowledge sources and various sources is going to affect the high school mathematics teacher knowledge and puts forward the best time when improving the professional knowledge of high school mathematics teachers, and put forward some proposals to solve the Problems in the development of teaching knowledge, in-depth analysis.The study of this paper are as follows:For the first research question, through the open questionnaire survey have been collated, high school mathematics teachers pedagogical content knowledge sources a total of ten, respectively is:education courses; teaching method of mathematics; microteaching; educational probation, practice; reading professional books and periodicals; observation of teaching activities; in-service professional training; communication with colleagues; after the entry education; its reflecting teaching practice experience.For the second problem by of 6 for interviews with teachers of in-depth interviews, learned from ten different sources of teachers pedagogical content knowledge of the specific impact, to "own teaching experience and reflection", for example, for example, interviews with the second teacher when talking about this source of own teaching knowledge talked about to become a qualified teacher, experience and reflection is must have, because teaching after all not rigid teaching, first of all, for knowledge to have their own understanding. In addition, teachers should understand students, to students and to accept, to impart knowledge to give students. "For the third problem, through in-depth interviews of teachers. In this paper, the high school mathematics teachers pedagogical content knowledge development divided into four main stages, namely:to participate in the work of the 1 to 4 years, is a tough time for highschool math teacher’s PCK development; 4 to 8 years, it is the best period of teachers’ PCK development; 8 to 12 years, is teacher’s PCK development period of stagnation; 12 years later, is teacher’s PCK development steady period. And from the side also reflects teachers to the awareness of each stage to solve problems, especially teachers from novice teachers grow into the process of teachers’ professional.This study is of great significance to further improve the high school mathematic teacher professional development theory research, on the high school mathematics teachers in the teaching domain knowledge renewal and the development of guiding and forward-looking, but also provide some reference for teachers of mathematics education reform in Higher Normal Colleges and universities, accelerating the professional development of teachers, more conducive to improving the quality of in-service mathematics teachers mathematics classroom teaching, enhance the consciousness of independent development, so as to better professional development.