A Sudy On MPCK Development Of Senior Mathematics Teacher

In this paper, on the basis of the relevant literature PCK and MPCK, the author used macro and micro perspective on the development of MPCK, then briefly addressed the MPCK on overview of college mathematics education reform and professional development of mathematics teachers. The macro perspective to inspect the sources of high school mathematics teachers'MPCK, identify the important sources and secondary sources of the development of MPCK; the reasons for this phenomenon; the correlation between the various sources of MPCK and teachers'senioriy, gender and education; The enlightenment of the research results on the development of high school mathematics teachers'sources of MPCK. The macro study promotes the method of transform teachers' MK to MPCK. And which sources have good effects, which methods have poor results.The micro perspective research is to the of departure from the status quo of China's high school mathematics education, as well as the status of high school mathematics teachers'knowledge structure, MK as the core to the development of MPCK. The microscopic study solves the problems by studying the teachers in the knowledge structures of MK, lectures, interviews, which are reflected how to converse from MK to MPCK in the micro-study. The results of the macroeconomic study have important reference in the microscopic study of the transformation from MK to MPCK. The microscopic findings of the study could explain the sources problems."Function model" establish a theoretical research model and good practice guidance methods for the development of MPCK for high school mathematics teacher.The main conclusions of the research:(1) the main sources for the high school mathematics teacher to develop their MPCK are:summary and reflection of self-teaching,the study on educational research projects,the discussions between colleagues and reading professional publications; the secondary sources are:In-service teachers'continuing education,organized teaching and research activities,experience of primary and secondary school age,pre-service teachers'professional education.(2) The high school mathematics teachers' length of teaching, different gender, the level of the final degree don't affect the evaluation of a variety of different sources of contribution to the development of MPCK.(3) The differences in the transformation from MK to MPCK between the novice teacher and the outstanding teacher are mainly On the understanding of MK,the use of the teaching task,formal characterization,the purpose of the characterization,the adjustment of the textbook tasks,the characterization of adaptation.(4)"function model". This model tells us the conversion from MK to MPCK have different kinds of utility of transformation method, and tells us all methods have the relationship between before and after.The enlightenment of the study:(1) The main sources of developing MPCK are basically the proactive action; The secondary sources are basically a passive behavior in a way.(2) The main sources of developing MPCK are the basis and prerequisite for high school mathematics teacher professional to develop their MPCK. Secondary sources are are the only way of professional development for mathematics teachers. Precisely, the main sources are non-direct sources and secondary sources are direct sources for high school mathematics teacher develop their MPCK.(3) High school mathematics teachers' pyramid structure of the knowledge:MK in the pyramid of the most low-end, up go on the PK and CK, topmost is MPCK.(4) Experience+Reflection=The growth of teachers.(5) The high school mathematics teachers' length of teaching, different gender and the level of the final degree don't affect the evaluation of a variety of different sources of contribution to the development of MPCK.(6) High school mathematics teacher the MPCK of a variety of sources there is a pyramid structure:Aand B are the most fundamental part of all the sources.Then followed C and D, then H,E and F. At last, topmost is G (7) Have profound enlightenment in professional education of pre-mathematics teacher (8) Have profound enlightenment of in-service teachers' development of MPCK.The innovation of the study:(1) The study of the sources of high school mathematics teachers'MPCK development not only solved the question of what is to solve the problem and why and how to do.(2)On the research of the development of MPCK, we put forward from MK to develop MPCK.(3)"Function model" establishes a theoretical research model and good practice guidance methods for the development of MPCK for high school mathematics teacher.