Investigation And Researcn Of Subject Knowledge Of Junior High School Mathematics Teachers

Subject matter knowledge is the basic foundation of teacher’s knowledge, is the precondition of teachers’ teaching work. Teachers’ subject matter knowledge not only restricts the teachers’ professional development, also affect the teacher’s teaching quality. In rural areas, especially the teaching quality of primary and secondary schools in remote areas, is the lowest line of compulsory education in our country,investigation and study in remote areas of rural junior middle school mathematics teachers’ current knowledge and analysed, has profound significance to the promotion of education quality in rural areas.According to the above reasons, this paper takes GuangXi countryside junior middle school mathematics backbone teachers, for example, study the following two questions: one, GuangXi rural junior middle school mathematics teachers discipline knowledge. Second, to explore the junior middle school mathematics teachers discipline knowledge on its teaching process.Given to the first question, the author adopts the questionnaire of test on 149 junior middle school mathematics backbone teachers in rural areas of GuangXi test,the test questionnaire compiled six piece of knowledge in the junior middle school mathematics content as the carrier, to borrow the American scholar Ball(the Ball) to the division of mathematics knowledge dimension. The results show that:(1) in GuangXi countryside junior middle school mathematics teachers backbone disciplines knowledge overall situation is not optimistic;(2) in GuangXi rural junior middle school mathematics teachers in the traditional backbone mathematics knowledge about algebra and geometry is better, and increase the knowledge of the existing problems of the new curriculum reform.(3) most of the rural areas of GuangXi the level of the junior middle school mathematics backbone teachers discipline knowledge dimension.To explore the problem 2, this paper set up the countryside junior middle school mathematics backbone teachers and junior middle school mathematics special-class teacher lesson with heterogeneous case. Through the analysis found that:(1) teachers’ subject knowledge affects every aspect of teaching. Item(2) knowledge as well as a larger influence on the quality of teaching.Suggestions of improving the quality of rural education is given in this paper:(1)raise material treatment of rural teachers of mathematics, arouse their enthusiasm for mathematics education;(2) the increasing education investment in rural areas,improve the hardware facilities;(3) encourage outstanding person involved in the rural education of mathematics, the countryside junior middle school to introduce highly educated high-quality talent;(4) strengthen rural mathematics teachers’ continuing education, increase the number of training, create communication with expert teachers the opportunity to learn.