Study On Number Concept Teaching Knowledge Of Preservice Kindergarten Teachers

With the development of society, a large number of high-quality teachers are greatly needed in preschool education. How to improve pre-service kindergarten teachers’professionalism has become a hot issue of kindergarten teacher education reform. Pedagogical Content Knowledge (called PCK for short), which is put forward by the U. S Stanford University professor Schulman, has been used as a core concept to guide the training of pre-service teachers, which is being gradually recognized by people.To help pre-service kindergarten teachers to build the structure of the mathematics PCK can be useful to improve their mathematics quality. Number concept is not only the basic knowledge of mathematics, but also the main content of kindergarten mathematics education. This study focused on the number concept teaching knowledge of kindergarten teachers. The research questions are as follows:(1) What is the present situation of number concept teaching knowledge of pre-service kindergarten teachers, and what are the characteristics of it? (2) what affects the formation and development of number concept teaching knowledge of pre-service kindergarten teachers? (3) How can we improve number concepts teaching knowledge of pre-service kindergarten teachers? Through researching carefully, the author divided number concept teaching knowledge of pre-service kindergarten teachers into three dimensions:"Knowledge of the teaching content", "knowledge of young children" and "knowledge of teaching methods ". The author used questionnaire, interview and observation to study the level of students’number concept teaching knowledge, who are all students in 2013 majoring in pre-school education in Zhanjiang Normal School for kindergarten teachers.Study found that pre-service kindergarten teachers’number concept teaching knowledge was in the lower middle level in general. All aspects of knowledge level have differences. The level of teachers’knowledge about young children was in the lowest level, and the level of teachers’ knowledge about teaching content an teaching method were comparatively higher. But all these were not satisfying. On the basis of its finding, and combining with the practical teaching of school education, the writer analyzed the influencing factors of the pre-service kindergarten teachers’number concept teaching knowledge, and put forward the improving suggestions of the pre-service kindergarten teachers’number concept teaching knowledge on the solution of the existing problems:One is to attract excellent students to enter for the examination of preschool education. The second one is to ensure mathematics curriculum teaching hours, and reform its content systems. The third one is to improve education probation and internship system, enrich school teaching practice, and improve teaching skills promoting teachers’development. The last one is to optimize the structure of the teachers, and enrich teaching resources to make sure that teaching is effective in implementation.