Investigation And Research On County-level High School Mathematics Teachers KCS

At present,primary and secondary schools across the country are actively carrying out educational reforms.For today's students,it is important to learn to learn.Teachers must not only focus on the questions of "what to teach" and "how to teach",but also pay more attention to students' "what to learn" and The question of "how to learn",involves the KCS of teachers.KCS is one of the teachers' professional knowledge put forward by Professor Ball and her research team in 2008,Dean of the University of Michigan School of Education.It is about the knowledge of content and students(abbreviated as KCS),specifically refers to: teachers can start from the interests and needs of learners,based on students' cognitive levels,common mistakes in the process of knowledge generation,and reasonable specific learning materials Process adjustment,special knowledge for teaching with the representations that are most understandable to students.Based on a review of related literature,this paper surveyed high school mathematics teachers at three levels of different schools in a county in Shijiazhuang City through a questionnaire,and found that their KCS differences for a specific topic "parabola and its standard equations" are The shortcomings of the questionnaire,and then selected three teachers of different categories for classroom observation and interview methods,analyze the KCS differences they show in the same class,and further test their students,based on which to observe the teacher's KCS and students' recognition Know the consistency.Through investigation,it is found that teachers can presuppose students' mistakes through their own learning experience and teaching experience,but they do not know enough about the students' cognitive characteristics and thinking modes,and they have overestimated the students' cognitive level;in county-level high schools In terms of the influence of the characteristic variables of mathematics teachers on the level of KCS,there is a difference in the KCS of teachers in their schools,and there is a significant difference between teachers with a teaching age of 6-10 years and 11 years or more.Through classroom observations and interviews with the three teachers,it was found that teachers have a long experience in teaching content in terms of content knowledge.Teachers have a variety of content representations,examples and exercises are reasonably adapted,and conclusions are good at establishing a knowledge structure system.Novice teachers with short teaching experience are more able to attract students' interest;on the knowledge of students,experienced teachers can pay more attention to the cognitive characteristics and level of students.Further analysis of teachers' KCS and students' cognitive consistency revealed that teachers can predict the possible misunderstandings of students,but the prediction of students' cognitive level is too high.Based on the survey results,some suggestions were made for teachers.First:Pay attention to the essence of concepts and deepen knowledge understanding;Second:Carefully design teaching to achieve teaching according to aptitude;Third:Analyze students 'positions and strengthen classroom participation;Last:Reflect in time after class to promote career development.