An Empirical Study On The Subject Teaching Knowledge Of Primary School Mathematics Intern Teachers

Teachers should have what expertise? American scholar Lee S.Shulman made explicit pedagogical content knowledge(PCK)in 1986,and further pointed out that pedagogical content knowledge is the distinction between subject experts and education experts,efficient teachers and one of the hallmarks of inefficient teachers.As a result,pedagogical content knowledge has become a new perspective of teacher professional development research,and has aroused wide attention of scholars at home and abroad.On the basis of the theory of Shulman and Park,this paper defines the connotation,constituent elements and characteristics of pedagogical content knowledge.On the basis of this,the research method of quantitative and qualitative research is used to explore the development pattern and affecting factors of pedagogical content knowledge of primary school mathematics practice teachers.It is found that through the teaching practice,pedagogical content knowledge of the primary school mathematics practice teachers has developed,and the composition of pedagogical content knowledge has been balanced development.The structure of pedagogical content knowledge has been gradually improved,and the level of pedagogical content knowledge has changed from limited to basic skilled.At the same time,there are some shortcomings in the development,including teaching orientation inconsistent words and deeds,knowledge of course is missing,the understanding of students is not deep,mechanization of teaching strategy and the ways of representation,evaluation students lack of inspiration.The affecting factors of the development of pedagogical content knowledge of primary school mathematics practice teachers are different,and the different affecting factors have different effects on the teaching.Among them,"teaching practice experience" in a pivotal position,"teaching reflection" is the catalyst,"school experience","professional books reading","personal tutor and other part-time experience","colleagues or peer discussion","university teachers Education curriculum " and " teaching skill training " is an indispensable influencing factor,and " led teacher "," teacher class observation and imitation " and "educational research research " to promote its role less.The development of pedagogical content knowledge of primary school mathematics practice teachers can be put forward from the two levels of internship teachers and teacher education institutions,including the construction of a complete curriculum knowledge system,the proper use of teaching strategies and representations,the accumulation of teaching experience and timely reflection,adjustment of teacher education courses structure,improve the education practice mode.