Research On The Mathematics Teachers` Practical Knowledge In Junior High School

In recent years, with the researches of Teachers` Practical Knowledge developing deeply and widely, Mathematics Teachers` Practical Knowledge has gradually become the important component of the Mathematics Teachers’ Professional Development. Particularly, in the content of New Elementary Education Reform, junior high school’s mathematics teaching is facing some new challenges, such as, the requirement for promoting the junior high school teachers` accomplishment according to the Mathematics Curriculum Standards for Compulsory Education; the requirement for the development of junior high school mathematics teachers’ role; the internal demand for the junior high school mathematics Teacher’s Professional Development. Because of this background, the research focuses on the development and promotion of present junior high school Mathematics Teachers` Practical Knowledge. Besides, three research questions are discussed as follows: 1) What is the current situation about junior high school Mathematics Teachers` Practical Knowledge? 2) What are the main problems in the process of junior high school mathematics teacher’s teaching? 3) How to improve and promote further the development of the junior high school Mathematics Teachers` Practical Knowledge?Three research methods are used in this study, including literature method, questionnaire investigation and classroom observation. Literature method mainly focuses on the development of Mathematics Teachers` Practical Knowledge at home and abroad, which constructs a theoretical base for the study. In the investigation section, the questionnaire is composed of seven dimensions, which are designed to collect the information to understand the present situation of junior high school Mathematics Teachers` Practical Knowledge, including curriculum knowledge, subject knowledge, pedagogical content knowledge, environmental knowledge, selfknowledge, students` knowledge as well as teaching knowledge. And the participants as mathematics teachers who are form ten junior high schools in Tanchang County are investigated. Then, the date is analyzed with the tool of SPSS 16.0. As a result, there is significant differences in cognition of practical knowledge, junior high school among the groups of mathematics teachers of different years of teaching, educational background and professional title. There is similar result in influencing factors and the development path. Moreover, eight junior high school mathematics teacher’s teaching are observed form the view of self knowledge, knowledge of subject mathematics, knowledge of mathematics curriculum and pedagogical content knowledge. Based on the analysis between questionnaire investigation and classroom observation, main problems are raised in present junior high school mathematics teachers` practical knowledge. 1) Junior high school mathematics teachers have narrow knowledge. 2) Junior high school mathematics teachers` reflective teaching is poor. 3) Junior high school mathematics teachers` ability of school-based educational research is limited. 4) The training content of junior high school mathematics teachers` practical knowledge is insufficient.Based on here in before problems, some suggestions for promoting the junior high school mathematics teachers` practical knowledge are discussed: 1) To enrich and broaden the content of high school mathematics teachers` practical knowledge. 2) To improve junior high school mathematics teachers` reflective thinking level. 3) To strengthen junior high school mathematics teachers` school-based educational research ability; 4) To expand training content in junior high school mathematics teachers` practical knowledge.