The Study Of The Development Of The Countryside Junior Middle School Mathematics Teachers’ Professional Knowledge In Henan Province

Mathematics teacher of junior middle school in the countryside is a large group in the teacher team.They have been playing a more important role in adolescent students’ career. But in contrast,they didn’t participate in the new mathematics curriculum reform.Easy to know that,the process of the countryside junior middle school mathematics teachers’ professional development is very slow,there are too much resistance in many aspects. Re-examine the countryside junior middle school mathematics teachers’ education concept, knowledge structure and quality skills, to find problems and gaps, has become the necessity of the middle school mathematics curriculum reform.Knowledge is the core of teachers’ professional quality,the basis for the development of their abilities.This study provides a definition of teachers’ professional knowledge structure such as ontological knowledge, conditional knowledge, practical knowledge and general knowledge. Mainly literature study and questionnaire investigation, supplemented by interview method,this study selected 128 interviewees from countryside junior middle school mathematics teachers in Henan province,and used self-rating scale and knowledge test to respectively investigate the countryside junior middle school mathematics teachers’ professional knowledge,aimed at understanding the development level of countryside junior middle school mathematics teachers’ professional knowledge,building a theory frame and practice model and providing optimization strategy and approach to enhance countryside junior middle school mathematics teachers’ professional knowledge.Conclusion as follows: the countryside junior middle school mathematics teachers’ knowledge of mathematics and mathematics teaching knowledge is relatively mature and stable, although mostly is strange for the new standard of new knowledge.It’s the most urgent need of improving knowledge because of the lack of general education theoretical knowledge and the knowledge of psychology. In addition, the general cultural knowledge and the modern education technology of countryside junior middle school mathematics teachers is poor.According to Factors Analysis in 128 teachers,found that there is statistical significance between related among age, teaching experience and technical titles.Gender and the highest degree hasn’t influenced their professional knowledge structure. As the growth of the teaching experience, ontological knowledge and practical knowledge present a trend increasingly,and a downward trend within conditional knowledge.