A Case Study Of Mathematics Teacher's Pedagogical Content Knowledge In Rural Primary School

Pedagogical Content Knowledge is an extremely important component of teacher knowledge and a core part of teacher professionalism.It not only tells teachers“what to teach,” but also tells teachers how to use Pedagogical Content Knowledge in ways that students can accept.Transferred to students,and can make the course content and its teaching process have educational significance and value for students.The purpose of this study,through the discussion of a rural primary school mathematics teacher-Teacher J teaching practice process,which Pedagogical Content Knowledge did the teacher J use? How his Pedagogical Content Knowledge was generated and developed,and what factors affect the development of Pedagogical Content Knowledge in teacher J.And on that basis,the author tries to propose an effective strategy to promote the development of Pedagogical Content Knowledge for primary school mathematics teachers in rural areas.This study adopts qualitative research orientation,the preface mainly expounds the necessity of studying Pedagogical Content Knowledge,a mathematics teacher in rural primary schools,research significance and research methods.Then the terms Pedagogical Content Knowledge and rural primary schools are defined.The theoretical basis of this study is also explained.At last,the research status of Pedagogical Content Knowledge at home and abroad is discussed in detail.It also makes a sufficient theoretical basis for the development of this study.Research Methods of natural observation and in-depth interview in body part,focus the research on the entire career of Teacher J,each stage of development of teacher J Pedagogical Content Knowledge(pre-job training,entry education,practice growth)is explored.This section adopts three different phases of Pedagogical Content Knowledge for teacher J.From three aspects of teacher's actions,teacher's reflection and school's teaching and research activities,the factors the development of the Pedagogical Content Knowledge of teacher J are analyzed.And then,based on the research of J Pedagogical Content Knowledge for teachers,from the subjective and objective perspectives,respectively,put forward the strategy to promote the development of rural primary school mathematics teachers Pedagogical Content Knowledge: Efficient generation of teacher self-improvement Pedagogical Content Knowledge,and renew education model and optimize teaching culture.last.Summarize the conclusions of this study and the deficiencies in the study.