KCS: A Case Study Of Expert Teacher, Experienced Teacher And Novice Teacher In A High School

KCS refers to the Knowledge of Content and Students, from which teachers get to know their students'learning difficulties or errors that may exist in the process of this knowledge, and know whether there is an appropriate strategy and teaching methods to help students better understand and strengthen the knowledge.This study involves 5 teachers from Qingpu No.1 middle school. One of them is a professional teacher of 30 years, two are the senior teachers of 23 years and two are the juniors within 5 years of vocational teachers, through interviews and classroom research methods such as narrative, concrete observation of section concepts course "definitions and standards of hyperbolic equation" and a proposition lesson "fundamental inequality and its applications". By comparing and analyzing both during, before and after lessons of these two classes before and, we have a good knowledge of the KCS differences supported by expert teachers, experienced teachers, vocational teachers respectively in lessons in concept and proposition demonstration.Expert teachers, experienced teachers, vocational teachers'KCS differences displayed in a different class are basically the same, which mainly lie in students 'learning difficulties and error-prone site presets and cases, exercises in the course of the selection and arrangement, and mainly in the new knowledge and new theorems on the consolidation of memories. Due to lack of knowledge of students, new teachers lack universality and comprehensiveness, teaching examples and exercises are basically from the textbook, not a little change, they favore repeatedly in the memory of new knowledge because they deal with learning difficulties and error-prone point preset through their own studies on experiences. Experienced teachers teach by the previous teaching experience, and can do comprehensive analysis by learning difficulties to different level students; Examples and exercises on the teaching of effective integration and orchestration, and the teachers select different consolidation of memory strategy based on different content; Expert teachers have their own repositories, and they can not only make comprehensive and detailed analysis of students' difficulties and errors, but also point out that the cause of the error and appropriate teaching strategies, according to the student zone of proximal development integration examples, through exercises, pay attention to the formation of students'knowledge.Vocational teachers think the main ways are to attend more classes by experienced teachers, to take part in more communication among fellow teachers, while experienced teachers and experts teachers consider that it is more important and effective to attend a variety of classes, to read more, to rethink more and to be involved in research activities. At the same time, expert teachers think that it is direct to make a file on the growth of students.According to the study, some ways to improve KCS for maths teachers(1) By checking students'assignments to make a file on the growth of students.(2) By listening to classes by experienced teachers(3) By reading a variety of articles from some important domestic issues(4) By participating in the school research activities...