Study On The Cultivation Of Professional Knowledge Of Mathematics Teachers In Pre-service Senior High Schools

The implementation of the National Examination policy for Teacher Qualification Examination and the promulgation of the Mathematics Curriculum Standards for Senior High Schools(2017 edition)mean that the reform of basic education curriculum has been deepened in an all-round way,which requires a higher level of professional development of senior high school mathematics teachers.The level of teacher specialization directly affects the quality of high school mathematics education,which affects the future development of students.The professional knowledge of mathematics teachers is the starting point of the professional development of teachers,and is the teacher specialized important component.The cultivation of professional knowledge of high school mathematics teachers is mainly from the pre-vocational education stage.Therefore,the training of high school mathematics teachers' professional knowledge has become one of the key topics of concern in pre-service education.At the same time,in October 2017,the state promulgated documents on the professional certification of higher teacher education,and indicated that the results of the professional certification of teacher education for policy making,the allocation of resources,funds investment,unit of choose and employ persons to provide services such as recruitment,the university entrance exam to college and reference for decision-making,this means higher normal education professional certification result to a certain extent,directly affects the fate of professional and even universities,thus problems about teachers' professional training has brought to the attention of normal colleges and universities.This paper is divided into the following parts:First,under the circumstances of determining the research topic,we can fully consult the relevant literature,and the core concepts of teacher professional knowledge,pre-service teacher education curriculum setting,etc.are defined in this study,and learn about teachers undefined professional knowledge both at home and abroad.The understanding of professional knowledge structure of mathematics teachers and the research status of professional knowledge training of pre-service teachers in China.Second,the comprehensive implementation of the "national examination" policy of teacher qualification examination and the promulgation of the "mathematics curriculum standards for ordinary high schools"(2017 edition),which set new requirements for teachers' professional knowledge in such a new era.After fully analyzing the requirements for teachers' professional knowledge in such a new era,this study combines the definition of senior high school mathematics teachers' professional knowledge in the previous article with the promulgation of "Professional Standards for Secondary School Teachers(Trial)","Curriculum Standards for Teachers' Education(Trial)",and other related documents which requirement for mathematics teachers' professional knowledge in high school mathematics teachers' professional knowledge structure,such as "Implementation Measures for Teachers' Professional Certification in General Institutions of Higher Learning(Temporary)" and " National Standard for the Quality of Professional Teaching(Part I)(Mathematics)",etc.then gives pre-service high school mathematics teachers' professional knowledge structure,and the detailed index requirements of the structure of pre-service high school mathematics teachers' professional knowledge are given,as well as the supporting courses needed to achieve the goal of professional knowledge training.Thirdly,through the content analysis method,one school is selected from the subordinate teachers' colleges,provincial key teachers' colleges and general teachers' colleges in East China and Southwest China.Based on the training programs of six sample schools,this paper analyzes and studies the training objectives and curriculum setting of mathematics education major,so as to obtain an empirical analysis of the current situation of professional knowledge training of mathematics teachers in preservice high schoolsFourthly,qualitative analysis is carried out through interviews and surveys.In order to understand the influence of pre-service education on their professional knowledge and ability,we interviewed senior college graduates and newly hired math teachers.Interview with the head of the front-line mathematics teaching and research group,through them to understand the current employers' views on the professional knowledge training of pre-service teachers,and their suggestions on Pre-service Education of mathematics teachers.Fifthly,the problems existing in the professional knowledge training of mathematics teachers in pre-service senior high school have been sorted out in the above research,and then some suggestions have been put forward.1.There is a misunderstanding of "examination and training" in the curriculum design of normal colleges and universities,and there are biases in the adjustment of "academic" and "normal" courses in some colleges and universities.It is suggested that students' comprehensive development and practical needs should be taken into account,curriculum should be set up reasonably,and the "academic" and "normal" nature of teachers' professional knowledge training should be taken into account.2.There are some deficiencies in the understanding of conditional knowledge of pre-service high school mathematics teachers in normal universities.It is suggested that teachers' colleges should keep up with the pace of The Times,update and improve the understanding of teachers' professional knowledge,optimize and improve teacher education curriculum,and then realize the professional training of pre-service teachers.3.In the training of professional knowledge of pre-service senior high school mathematics teachers,the actual quality of training fails to meet the requirements of training objectives.It is suggested that normal colleges should strengthen the supervision of professional training,improve the level of education and teaching,inform the trainees of the training plan,and supervise the professional training situation and quality with the help of pre-service teachers,so as to better implement the training objectives of pre-service teachers' professional knowledge.4.There is a disconnection between the cultivation of higher mathematics professional knowledge and elementary mathematics teaching.It is suggested that more courses like "Primary Mathematics Research" should be offered to help pre-service teachers understand middle school mathematics teaching.Secondly,we should also pay attention to mathematics modeling,mathematics experiments and other courses to cultivate the ability of pre-service teachers to apply mathematics.Thirdly,we should pay more attention to the cultivation of mathematics culture knowledge,such as the history of mathematics,the connection between mathematics and other subjects,and so on.Finally,in the pre-service teacher education,we should set up the course of "mathematics curriculum standard for general senior high school" and the course of middle school teaching research to help students learn to use the curriculum standard and other Suggestions.5.Educational theory courses for cultivating teachers' conditional knowledge in pre-vocational education are too theoretical and lack of opportunities to communicate with practice.It is suggested to strengthen case teaching in teaching,to improve the interest of classroom,and cultivate the ability of pre-service teachers to guide practice with the knowledge of educational theory.6.The training of teachers' practical knowledge and ability is deficient in preservice education.It is recommended to increase the number of educational internship courses,extend the duration of educational internships to one year,and increase the supervision of educational probation and educational practice.