A Comparative Study Of Primary School Mathematics Novice And Experienced Teachers' PCK In The Classroom Teaching

Teachers' teaching is an important factor affecting curriculum reform.PCK as a reflection of the professionalism of teachers teaching knowledge is paid more and more attention in the teaching reform.The study of different types of teachers' PCK in the classroom plays an important role on the professional development of current primary and secondary teachers in China.The purpose of this study is to compare the performance of novice and expert teachers in classroom teaching,reveal the similarities and differences of their PCK and analyze the reasons,and put forward the suggestions to enhance their PCK.In this study,based on multiple cases study method,the paper analyzes the 12 elementary mathematics teachers' teaching video in the classroom by means of content analysis and classroom observation.Drawing on the existing research results,from four aspects to understand the connotation of PCK,accordingly,established a "conceptions of purpose for teaching subject matter","structure of subject matter knowledge","ways of representation" and "understanding of students" and other four dimensions Research Framework.Based on the four dimensions and specific content,the paper analyzes the PCK of expert teachers and novice teachers in three groups.The content of the 3 groups class are primary math class,the teaching theme is the "Knowing and Understanding Fractions","Year,Month,and Day" and "Circumference",each group includes two novice teachers and two experts teacher lessons,total 12 lessons.Through deeply compare with the novice and expert teachers and summarized their differences of PCK in four parts.In terms of the conceptions of purpose for teaching subject matter,It is found that the novice teachers focus on the mastery of the knowledge and skills,the expert teachers pay attention to the existence value of the mathematical knowledge.In terms of structure of subject matter knowledge,the novice teachers rely on the curriculum standards and the design of the teaching materials.The expert teachers grasp the curriculum knowledge transverse and longitudinal connections;In terms of the ways of representation,compared with the expert teacher,novice teacher method and strategies is consistent,but novice teachers' more creative,while the expert teachers' strategies are more effective.In terms of the understanding the students,novice teachers' understanding to the students is weak.Expert teachers have more profound understanding on student learning and psychological characteristics.Based on the above conclusions,combined with the actual situation of the professional development of primary school mathematics teachers,this study put forward three suggestions to enhance the primary school mathematics teacher PCK,and promote the improvement of classroom teaching level.Firstly,suggested teachers to actively learn and profoundly understand the new curriculum concept to promote the upgrading of teaching practices.Secondly,it is suggested that teachers should actively participate in teaching and research,pay attention to the role of professional communication and teaching reflection;Thirdly,it is recommended that teachers study the educational books to enrich the teaching ideas,Approached the students,in-depth understanding of the students.