Investigation And Research On The Knowledge Needs Of Interdisciplinary Mathematics Teachers In Middle Schools

With the development and change of the times,interdisciplinary research has become an indispensable way for people to solve complex problems.In the teaching profession,with the implementation of the "National Examination" for teacher qualification certificates,more and more non-teacher students have joined the teaching team for various reasons and become interdisciplinary teachers.Among them,for the subject of mathematics,this research refers to non-mathematics and applied mathematics(normal)teachers as interdisciplinary mathematics teachers.They have not carried out systematic learning and training on subject knowledge,teacher skills,etc.Most of them have a weak foundation,and they face new challenges after becoming a mathematics teacher.Teacher knowledge is the core of teacher professional development,and it plays a very important role in improving teachers' quality,improving teachers' teaching level and students' development.Then,as a part of the teacher group,interdisciplinary mathematics teachers are very necessary to understand the status quo of their teacher's knowledge needs and to propose strategies for improving teacher knowledge.This research is based on the relatively weak subject foundation of interdisciplinary mathematics teachers.They have their advantages and disadvantages in mathematics teaching,and they may have to face various difficulties.The questionnaire survey method and interview method are used to investigate and study the knowledge needs of interdisciplinary mathematics teachers.First,the knowledge of mathematics teachers is divided into four static parts: mathematics knowledge,pedagogy knowledge,psychology knowledge and other subject knowledge.Secondly,104 mathematics teachers were surveyed based on the produced questionnaire.Finally,three interdisciplinary mathematics teachers were selected for interviews to further understand their knowledge needs and prospects for their own development.Based on the multi-angle analysis of the questionnaire and interview data,this research mainly draws the following conclusions:(1)The overall knowledge of interdisciplinary mathematics teachers needs to be improved;(2)Interdisciplinary mathematics teachers should pay attention to the learning of mathematical cultural knowledge;(3)Interdisciplinary mathematics teachers need to further strengthen the learning of pedagogy and psychology;(4)Interdisciplinary mathematics teachers need to deepen interdisciplinary teaching;(5)Interdisciplinary mathematics teachers need to improve their teaching practice capabilities.After that,in response to the above research conclusions and analysis of the reasons for their existence,several strategies and suggestions are put forward from the three levels of the country,society and individuals.