Investigation And Research On The Teaching Knowledge Of Mathematics For Normal Students

Mathematical Pedagogical Content Knowledge(MPCK)is the key factor affecting mathematics teaching and learning,and the core index to measure the professional development of mathematics normal students.Empirical research on MPCK status of mathematics normal students not only meets the development direction of current international mathematics education research,but also deepens the urgent requirements of China's mathematics teaching and education reform of normal students.It has important academic value and practical value.Value and policy implications.The purpose of this study is to investigate and analyze the development of MPCK for normal students in Shandong Province.The main research questions are as follows: First,how about the development of MPCK for normal students? Secondly,what are the effects of different characteristic variables on the MPCK level of Normal University students? Thirdly,what can we do to improve MPCK of normal school students? The main research methods used in this paper are questionnaires.Taking the normal students of three universities in Shandong Province as the object,and taking the specific topic of “basic inequality” as an example,the paper studies the development level of MPCK of normal students,and draws the following conclusions:1.The development level of MPCK of normal school students is generally better.Among the three sub-dimensions of MPCK,the knowledge dimension of mathematics subject of normal school students is the best;the knowledge dimension of learning content is the worst;the knowledge dimension of general teaching method is the middle.2.The two characteristic variables of University and grade have a significant impact on the development level of MPCK of Normal University students,while gender has no significant impact on the development level of MPCK of Normal University students.According to the research conclusion,four suggestions are put forward to improve the level of MPCK for normal school students:(1)optimizing the curriculum structure of normal school students and promoting the development of MPCK;(2)defining learning objectives and entering roles early;(3)conducting action research to promote knowledge internalization;(4)paying attention to educational practice and ensuring professional growth.