A Case Ctudy On The Development Of Mathematics Teachers’ Teaching Knowledge In The High School In Northern Gui Zhou

The professional development of teachers in most attention the development of teaching knowledge is a problem. Because of the characteristics of the subjects of mathematics and mathematics teaching knowledge concept is abstract, broad connotation, development mechanism is not clear, today is the lack of knowledge of high school mathematics teachers teaching research more scientific and reasonable development strategy.In order to promote the development of teachers "mathematics teaching knowledge", this article will from the knowledge transformation this perspective on the study, respectively on the understanding of mathematics teachers of mathematics knowledge, teaching representation and characterization of adaptation analysis. This paper focuses on the study of novice teachers and Skilled teachers knowledge transformation,and what are the differences? What role differences of mathematics teachers’ knowledge of development. Mainly used in the literature research method, classroom observation method, interview method and comparative approach.Research achievements: 1. Novice teachers deal with teaching materials focus on on the textbook written order and examples to select materials to and teaching order as a common sense notion-- example exercises are summarized. Proficient teachers deal with teaching students to pay attention to the acceptance, order of the material to make adjustments, teaching order of questions-- the formation of the concept of examples to explain-- training, exercises to consolidate-- Reflection on the classroom.2. novice teachers teaching characterized by verbal representation and image representation and symbolic representation; expert teacher’s teaching characterized by verbal representation and image representation,symbol representation, context representation and specific representation,proficient teachers teaching characterized with diversity.3.students in the representation of teachers teaching adaptability:Look knowledge itself to students the importance of novice teachers teach knowledge, performance of students in the classroom and generated learning difficulties did not give more attention, not according to the students’ classroom performance adjust their course of teaching design,the teaching dynamic adjustment is weak. Proficient teachers is to students’ classroom performance adjust their teaching style, good at using the appropriate representation to guide students to learn, pays attention to the student in the classroom learning difficulties, and can timely adjust the strategy, questioning, asked, demonstration and other methods to help students understand the problem.4. The new teacher and the proficient teacher respectively before class, students test scores differ very little, think control class students scores have no significant difference. Posttest scores of skilled teachers teach students score significantly better than novice teachers teach classes of students.5.Characterization, proficient teachers is mainly in order to cultivate students’ sense of space, the students with the consciousness of exploring problems, ability to solve problems independently; characterization of novice teachers is more clear, is to make students understanding and mastering the knowledge of straight line and plane, not too concerned about whether the development of students ability. The development of math teachers’ pedagogical knowledge mainly through knowledge and understanding, characterization and adapt to the three stages of the transition.