The Study Of The Elementary School Mathematics Teacher's Conception Of Knowledge In Urumqi

With the arrival of the information globalization and the modernization of education,the traditional concept of knowledge is being challenged.The main problem of basic education curriculum reform in ethnic minority areas is the traditional concept of knowledge,and teacher's conception of knowledge is the important influence factors in the process of curriculum reform.So understanding the present status and the distinguishing feature of teachers' conception of knowledge,analysis of the problems,put forward suggestions and countermeasures for establishing good knowledge concept,can promote the curriculum reform carries on smoothly.Based on the theory of phenomenography,adopt the combining of qualitative research and quantitative research to study the elementary school mathematics teacher's knowledge view.Qualitative research use literature method to tease out the related research present situation and core concepts,and then design the interview outline,take 12 elementary school mathematics teachers for interview,obtain the effective dimension of conception of knowledge and outlines the types and connotation of it.Quantitative study to prepare the questionnaire on the basis of the conclusion of qualitative research,Investigation 197 elementary school mathematics teachers from Urumqi six districts,statistics the dates to describe the current situation of teachers' conception of knowledge and analyze its characteristics,finally put forward suggestions and countermeasures for establishing good knowledge view.The main conclusions of this research are as follows:1.The conclusion of Qualitative research is that : The type of elementary school mathematics teacher's knowledge concept in Urumqi can be roughly classified into three kinds:Classical knowledge concept,scientific and pragmatic knowledge concept,postmodern knowledge concept,and then define the connotation of these three knowledge views.Interviews found that bilingual teachers in the recognition of the importance of language is very high.2.The conclusion of descriptive statistics in quantitative research is that: most teachers hold a scientific and pragmatic knowledge concept,the second is the classical knowledge view,the least is to have post-modernism knowledge view.Most people hold the hybrid knowledge conception.3.The conclusion of inferential statistics in quantitative research is that: The distribution of three types of knowledge view in gender,education,nationality,teaching age,professor period did not exist significant differences except on the different areas,teachers of different degree does not agree on the identity importance in the liberal arts and sciences and it with significant difference;the concept and behavior has significant positive correlation on three kinds of knowledge view ‘s acquired concepts,so that the knowledge concept will decides the teachers' teaching behavior to a great extent.