Research On The Practical Knowledge Of Excellent High School Mathematics Teachers

Practical knowledge ability is composed of learning situation analysis,task design,process evaluation and reflection improvement.It is a tacit knowledge closely related to the specific mathematics teaching content and teaching situation.Only through the formative reflection of case improvement can it be obtained.It is not only the core of teachers' professional accomplishment,but also the key embodiment of the distinction between excellent teachers and ordinary teachers.This study aims to reveal the current situation of practical knowledge and ability of outstanding high school mathematics teachers in teaching practice,and provide favorable basis and practical experience for teachers' professional development and practical knowledge and ability theory development.The study focuses on the four-angle relationship of learning situation analysis,task design,classroom interaction and reflection improvement in practical knowledge,and refines the four-angle relationship of practical knowledge to develop a practical knowledge analysis framework.Select 109 high school mathematics teachers in the platform of “One Teacher,One Excellent Class,One Class,One Teacher”as the research object.Starting from the main teaching practice activities such as teaching design and classroom teaching,this paper investigates the practical knowledge and ability of excellent high school mathematics teachers.Trying to understand:(1)What is the overall level of practical knowledge of excellent high school mathematics teachers?(2)Is there any significant difference in the practical knowledge of excellent high school mathematics teachers with different characteristics(gender,region)?The conclusions are as follows:(1)109excellent high school mathematics teachers' practical knowledge is good.Among them,the practical knowledge and ability in classroom interaction are better;the practical knowledge and ability in learning situation analysis and task design are general;the status quo of practical knowledge in reflection and improvement needs to be improved.(2)There are significant differences in the selection of teaching content and the application of information technology among excellent high school mathematics teachers of different genders.(3)There are significant differences in the performance of excellent high school mathematics teachers in different regions in the analysis of learning situation.Based on the findings of this study,the following implications are obtained.(1)In terms of instructional design,mathematics teachers should pay attention to the formulation of various elements of instructional design,strengthen exchanges between regions,schools and teachers,and constantly update and improve the concept of instructional design.(2)In terms of classroom teaching,mathematics teachers should return the right to ask questions to students,give students the opportunity and time to ask questions,and cultivate their ability to find problems and put forward problems.(3)In terms of reflection improvement,mathematics teachers should consciously cultivate their own reflection ability and attach importance to and develop critical reflection ability.