教师专业发展必然需要教师专业知识的有力支撑。对高中数学教师专业知识进行的问卷调查和访谈发现：目前高中数学教师基本上较好地掌握了常用的教师专业知识，但也存在一些问题：对数学学科知识的关注范围过于狭窄；运用数学教学知识进行教学时偏向于被动；对数学课程标准的理解存在偏差。另外，研究还发现：数学教学知识的增长并非是持续的；不同层级的教师之间、不同类别学校中的教师之间，其差异主要体现在数学学科知识与数学教学知识。进而对数学教师教育提出相应建议：数学教师应适当拓展数学学科知识的关注范围；应依据调查数据加强数学教师教育培养计划的针对性；关于教师一般教育学知识的评价方式亟需改进等。%Teachers’ professional development inevitably need the strong support of teachers’ professional knowledge. From the questionnaire and interviews carried out on high school mathematic teachers’ professional knowledge, we can conclude that:the current high school mathematic teachers have basically mastered frequently-used teachers’ professional knowledge well, but there are also some problems: the attention scope of mathematics pedagogical content knowledge is too narrow; the application of mathematics pedagogical content knowledge in teaching tends to be passive; exists problems on the understanding of the mathematics curriculum standard. In addition, the study also found that, the growth of mathematics pedagogical content knowledge is not continuously; the differences between teachers from different hierarchy and different categories of schools are mainly reflected in mathematics subject knowledge and mathematics teaching knowledge. Thus we put forward corresponding suggestions for mathematic teachers’ education:mathematic teachers should appropriately expand the focus scope of mathematics pedagogical content knowledge; the pertinence of mathematic teachers’ education training plan should be strengthened based on the survey data;the evaluation method of teachers’ general pedagogical knowledge needs to be improved urgently and so on.
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