拉萨市初中数学教师教学知识发展分析-analysis of teaching knowledge development of junior high school mathematics teachers in lhasa city.docxVIP

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拉萨市初中数学教师教学知识发展分析-analysis of teaching knowledge development of junior high school mathematics teachers in lhasa city.docx

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拉萨市初中数学教师教学知识发展分析-analysis of teaching knowledge development of junior high school mathematics teachers in lhasa city

AbstractMypaperlargelyfocusonthequestionthathowLhasajuniormiddleschoolmathematicsteachersmanagedtoobtainanddeveloptheirteachingknowledge?Morespecifically,thispaperaimstodiscussthefollowingtwoquestions:(1)inLhasa,aretheredifferentsourcesofjuniormiddleschoolmathematicsteachersteachingknowledgederivedfrom?Thispaperhopestofindthemainsourceofteachersacquiringanddevelopingskills.(2)Howtheteachersknowledgethatacquirefromdifferentsourcescancontributetotheirdevelopmentofteachingknowledge?Inotherwords,ifthereareseveraldifferentwaysorsources,thenthedifferentsourcesofteachersteachingknowledgeisacquiredinTibetandwhatkindofcontributiontothedevelopment?Howimportanttheyare?Thispaperfirstly,describestheconnotationofknowledgeaboutmathematicteacherswhatsmoreitdefinessomesourcesofseveraldevelopmentofjuniorhighschoolmathematicsteachingknowledgeisdifferent,themathematicsteachersknowledgeaboutthedevelopmentprocessisdividedintotheexperiencesasastudentpre-servicetrainingon-the-jobtraininginthreeparts;secondly,totheTibetjuniormiddleschoolmathematicsteachersinLhasaastheresearchobjects,throughaquestionnairesurveyresearchmethodtocollecttherelevantdata,andusingpercentage,meanvalueandteststatisticsareanalyzed,andfromtheteachingexperience,threegroupsofold,middle-ageandyoungteachersforthesevendifferentsourcesofevaluation,developmentofteachingknowledgeofMathematicsteacherstheinherentlaws,revealsthejuniormiddleschoolmathematicsteacherspedagogicalknowledgedevelopmentimplications.Thestudyfoundthattherearethreepartsconstitutethewholeteachingknowledgewhichincluding,teachingcurriculumknowledge,pedagogicalcontentknowledge,andteachingmethodofknowledge,wecanclearlyseethattheteachersownteachingexperienceandreflectionofitcommunicatewithcolleaguesfortheirteachingknowledgearetwoofthemostimportantsources;fortheorganizedprofessionalactivity,on-the-jobtraining,theexperiencesasastudentandtextbookarethesecondimportantsources;pre-servicetrainingandreadingprofessionalbooksandperiodicalsistheleastimportantsource.Allthre