Research On Preschool Teachers' Practical Knowledge In Mathematics Area

In the process of deepening the research on teachers' professional growth,teachers' practical knowledge is regarded as an important research result that breaks the traditional "technical rationality" research and solidifies thinking,and combines teachers' daily teaching practice with profound education theory.Teachers' practical knowledge plays an irreplaceable role in Teachers' professional growth.With the continuous deepening of the reform and development of national early childhood education,more and more researchers in the field of early childhood education pay attention to the practical knowledge of early childhood teachers,whose relevant research also confirms the importance of practical knowledge for early childhood teachers.This study focuses on the practical knowledge of preschool teachers in mathematics area.From the analysis of the content,source and influencing factors of practical knowledge of preschool teachers in mathematics field,it summarizes the characteristics and paths of the generation and development of practical knowledge of preschool teachers.This study on practical knowledge of preschool teachers' mathematics field contains theoretical analysis and empirical research.In the theoretical analysis,researcher used the grounded theoretical research paradigm based on the cluster analysis of scientific literature to analyze the existing research on practical knowledge and the professional development of preschool teachers in the field of mathematics,forming the content elements of practical knowledge in the field of preschool teachers and the basic hypothesis of generation and development logic,that is,the analysis framework of this study.In the part of empirical research,10 teachers from kindergartens A and B in C County,H City,Zhejiang Province were selected as the research objects,and a one-year field survey was conducted from October 2018 to November 2019 using case study method.During this period,researchers went deepinto the practice of kindergarten,collected empirical data by observation,interview and physical analysis,and explored and interpreted the content structure,source and impact of practical knowledge in the field of Mathematics for preschool teachers.This study found that the content elements of practical knowledge in preschool teachers' mathematics field include five dimensions: Preschool Teachers' self-knowledge,mathematics subject content knowledge,education object knowledge,education situation knowledge and education strategy knowledge.These five dimensions of knowledge are organically combined at different levels and play a role in the educational practice of teachers' mathematics field;they play an important role in preschool teachers' mathematics field In terms of the source and generation of teachers' practical knowledge,the practical knowledge in the field of mathematics of preschool teachers comes from teachers' own practice and reflection,teachers' life experience and professional reading from individual orientation;from public orientation comes from teaching and research activities,inter garden communication and expert guidance;under the joint action of practical knowledge in the field of mathematics of preschool teachers and external factors,through the specific role of preschool teachers,the solution of practical problems can be solidified and improved,so as to further develop the practical knowledge of preschool teachers in the next stage of mathematics.