The Study On Pedagogical Content Knowledge Model Of Primary School Mathematics Teachers

Pedagogical content knowledge was first proposed by Shulman in 1986 and it has been an important concept in teacher knowledge research.From the initial discussion on its definition and components to the current attention to its measurement and application,the research has made great progress,and pedagogical content knowledge model is still an important issue.However there is seldom empirical research on accurate evaluation.This study attempts to construct an analytical framework and pedagogical content knowledge model map,and conduct empirical research on teachers' pedagogical content knowledge model in different professional development stages.From the perspective of pedagogical content knowledge model,it can also deeply understand the construct features of primary school mathematics teachers' pedagogical content knowledge.The study is based on the theory of Gess-Newsome,to analyze teachers' pedagogical content knowledge models through the observations and interviews from 24 lessons of 8 primary school mathematics teachers who are at different stages of professional development..Through the statistics and analysis of the frequency and level of components and their link to the pedagogical content knowledge reflected in the classroom teaching,the teachers' pedagogical content knowledge is divided into the element complete type and the element missing type according to the completeness of components.It's found that the mathematics teachers' pedagogical content knowledge models include the integrative model,the transformative-integrative model,the integrative-transformative model and the transformative model.The novice teachers(one to three years)are characterized by the transformative-integrative model,the competent teachers(four to nine years)are characterized by the integrative-transformative model and the integrative model.,most of the experienced teachers(more than ten years)are represented by the transformative model.However,seldom of experienced teachers still stay in the integrative model.The main reason that influencing the development of teacher's pedagogical content knowledge is the accumulation of teaching experience.And practice-reflection is the key element of teacher's pedagogical content knowledge development.The research also found that "teaching observation","textbooks and teaching reference books","teachers' own teaching experience and reflection" are the main influence factors of teacher pedagogical content knowledge;"online materials" is an secondary influence factor "Professional Community","on-the-job training" and "reading professional books" are also the influence factors.In addition,it also found that the main influence factors between novice teachers and excellent experience teachers are obviously different.Based on the exploration and discovery of this research,it is proposed that teacher training in different professional development stages should fully consider the characteristics of pedagogical content knowledge: teaching observation activities,mathematics teachers professional community,mathematics teaching research.Teacher education curriculum should pay attention to the cultivation of pedagogical content knowledge: pedagogical content knowledgeas a framework,reconstruct the curriculum structure of pre-service education for mathematics teachers,the curriculum structure should include courses on specific topics,and strengthen the link between content of the curriculum of mathematics education and the content of the primary school math curriculum.