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Junior high school mathematics
professional teaching knowledge
The aim of this study is to explore teacher’s knowledge, seeking to discuss the professional teaching knowledge of a junior high school mathematics expert teacher. Getting into on the spot teaching to observe its practical teaching and interview its teaching philosophies. Hoping that through the research findings, all the people could realize and think over the practical mathematics teaching conditions, and have profound understanding of the teacher’s teaching performance of the case study; analyze and discuss the performed professional teaching knowledge underlies the teacher’s teaching performance of the case study; discuss the contents of the expert teacher’s professional teaching knowledge; integrate and generalize and interpret successful factors of the teacher’s teaching of the case study, and hope for a complete understanding of the teacher’s teaching of the case study, furthermore, to bring the teaching inspiration and innovation to teachers in general, and also induce teacher’s power to make teaching innovation development. To achieve above objectives, firstly, the study collects relevant literature from domestic and oversea, goes deep into discussion and designs study concept framework. Secondly, compiles study plan and sets up study case in accordance with study object and questions for reply. By taking interpretive methodology, the researcher makes itself as a principle study tool, and after enter into the study status, the researcher collects data by means of attending at on the spot teaching observation, interview and paper collection. After the researcher exams, analyzes and generalizes the data in connection with the teacher of the case study, in addition to interpret the realized professional teaching knowledge, the researcher also analyzes the factors of the teacher’s teaching performance and teaching specialty, teaching performance and main form, and successful teaching innovation motives. Combine the above study outcomes, the researcher proposed junior high school mathematic teacher with following recommendations: fulfill professional teaching knowledge unceasingly, student centralized teaching mold, introspect teaching progress continuously and has the courage to change and hold the ideal of lifetime learning. Moreover, the researcher also recommends the teacher education institution of mathematics teachers of following: maintain the equilibrium cultivation of professional teaching knowledge, cultivate teacher’s ability to self-exam teaching knowledge and complete professional field teaching cultivation. Finally, the researcher also recommends focus, approach and subject for the future study.
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