Research On Subject Knowledge Of High School Mathematics Teachers

With the development of the international community and the continuous progress of science and technology,the status of education in economic development is increasingly prominent.Every country is beginning to realize the importance of education and carry out educational reform.The curriculum reform of basic education is the most basic part of the educational reform.Through the analysis of the test standard of the Praxis ? for pre-service teachers discipline test specification,we found that the teachers' qualification exam outline the requirements for knowledge representation of relatively obscure.Therefore,this paper is based on the curriculum standards for general high school mathematics(2017 edition)issued in 2017,and takes "what kind of subject knowledge high school mathematics teachers should have" as the core issue to clarify the knowledge structure that teachers should have.Based on the “what kind of subject matter knowledge should high school mathematics teachers have”,the research reviewed the related basic elements and related theory about teachers,and formed some basic understanding about teachers knowledge and subject matter knowledge,through analyzing Subject Standard for Senior Mathematics(2017 edition),the exam outline and test of teacher certification examinations,the curriculum provisions of mathematics in Normal University,etc.and forming the tentative knowledge structure of high school mathematics teachers should have,including elementary mathematics knowledge,advanced mathematics knowledge and cohesive knowledge,and based on the three dimensions,the expert interview outline was constructed,the university mathematics subject experts and middle school mathematics teachers were interviewed and investigated.According to the interview and investigation for teachers and experts,no matter pre-service or in-service mathematics teachers,they are not familiar with the mathematical subject knowledge structure they should have.The mathematics knowledge that the middle school mathematics teacher pays attention to is usually only limited to the subject knowledge that he needs to teach,and the breadth and depth of knowledge are seriously lacking,and cannot thoroughly and deeply understand the nature and development process of knowledge.At the same time,the pre-service teachers cannot understand the knowledge in the university and the things they taught in high school.In the same way,the teachers also feel that there are very few links between their daily teaching and they have learned in the university,thus it caused the "discontinuous" between the elementary mathematics knowledge and advanced mathematics knowledge.In the study,the research conducted interviews with relevant experts and teachers,to obtain the knowledge structure of the components of the content of the recommendations.On this basis,this study finally established the mathematical subject knowledge structure that high school mathematics teachers should have,and further explained the specific content of each sub-dimension of the subject knowledge structure of high school mathematics teachers through literature analysis and interview investigation.Based on the established structure of high school mathematics teachers' discipline knowledge structure,through literature analysis and expert interview,the research construct the framework of evaluation of high school teachers of mathematics knowledge,including subject matter knowledge,cognitive level and the scene material proposition(background).And the subject matter knowledge is based on the construction of knowledge structure foundation.Cognitive level refers to the division of cognitive field by referring to TEDS-M.Based on the characteristics of this study,the author modified and further explained the definition of three dimensions of cognitive level: understanding,application and demonstration.The situational material mainly aims at "cohesive knowledge",and explains this dimension according to the relationship between advanced mathematics knowledge and elementary mathematics knowledge.Under the requirements of the subject standard for senior mathematics(2017 edition),it is of great significance to study the subject knowledge that high school mathematics teachers should have,both for the learning and education of pre-service mathematics teachers and for the training and development of post-service mathematics teachers.In addition,based on the subject knowledge structure that high school mathematics teachers should have,the study on the evaluation system framework is conducive to the effective evaluation of high school mathematics teachers' subject knowledge,the accurate promotion of the training and development of mathematics teachers,and it has certain reference value for teachers' knowledge diagnosis and teacher qualification examination.