A Comparative Study On Pre-service Teachers’ Algebraic Professional Knowledge

As the demand of “the excellent teacher” to the modern society, the cultivation of excellent teachers inevitably on the agenda. As the reserve force of future teachers, pre-service teachers are more and more taken seriously. The teacher’s professional development can promote general teachers’ rapid development to excellent teachers, so this paper mainly studies teachers’ professional knowledge of pre-service teachers.This paper, with students from a normal university of mathematic academy as the research objects, adopting the research methods of questionnaire,comparison and interview on algebraic course, algebraic content knowledge, knowledge of students’ learning algebra and algebraic teaching strategy, algebraic education belief, studies the pre-service teachers’ algebraic professional knowledge.Conclusions are as follows:1,The situation of pre-service teachers’ algebraic professional knowledge is not ideal, the level of algebra course and algebraic content knowledge are general,algebraic education belief is close to the curriculum standard’s requirements,but knowledge of students’ learning algebra and algebraic teaching strategy are not good.2,The level of pre-service teachers’ algebraic professional knowledge increases with the grade’s increasing except that algebraic education belief has no difference.3, The curriculum of normal university has a certain role in promoting pre-service teachers’ algebraic professional knowledge’ growth but algebraic education belief.we give advice on two aspects. Normal colleges should do the following:(1) Change the mathematics curriculum of pre-service teachers from two aspects of "quantity" and "quality";(2) Help pre-service teachers establish the connection between learning mathematics and learning to teach mathematics;(3) Pay attention to case teaching;(4) Focus on the efficiency of teaching practice;(5) Update the pre-service teachers’ beliefs. Pre-service teachers should pay attention to:(1) Have a solid middle school mathematics content knowledge and problem solving skills;(2) Full preparation for the practice before;(3) Take an active part in outschool activities to enrich and deepen the teaching practice besides the school curriculum.