Investigation On The Relationship Between MPCK And Teaching Practice Of High School Mathematics Teacher

MPCK is one of the hot issues of mathematics education research recently. The concern of this paper is MPCK of high school mathematics teacher, by grasping of the theory and practice on mathematics teaching knowledge, the study intended to address the following key:(1) The relationship between MPCK and teaching practice of high school mathematics teacher;(2) How to apply MPCK, when the teacher design and implement curriculum, manage student, and the effect for the above teaching practice;(3) How to develop and enhance PCK to improve the education teaching practice.This study used the following research methods:literature, research, case studies, comparative study. Literature:sort out and analyze research on pedagogical content knowledge of domestic and foreign scholars; Research:questionnaires and interviews mathematics teacher of several different types of high school, composed of the questionnaire and interview outline of the relationship between MPCK and teaching practice of high school mathematics teacher; Case studies:study on the teaching case through the use of classroom observation records, explore the high school mathematics teacher used what kind of MPCK in the classroom; Comparative study:with conditions of different seniority and development, clarify the differences of high school mathematics teachers MPCK and the resulting impact on teaching practice.The results show that:(1) There is a significant positive correlation of the teaching practice and disciplinary expertise, the knowledge about student and teaching design knowledge, then the knowledge about student and teaching practices has the most correlation, followed by teaching design knowledge, and then discipline expertise;(2) Disciplinary expertise, the knowledge about student and teaching design knowledge have a certain prediction on PCK, teaching design knowledge has the most effect on the teaching practice, followed by the knowledge about student, and then the subject expertise;(3) we should concern the student in the actual teaching practice, then adjust to teaching strategies timely, so we can achieve the best teaching affection.The innovations of this study are:(1) Prepared the questionnaire composed by the discipline expertise, the knowledge about student, design knowledge and teaching practice knowledge;(2) Targeted to take the survey methods of classroom lectures and after-school interviews about high school mathematics teachers;(3) Integrated use of quantitative and qualitative research, and ultimately come to the relationship between MPCK and teaching practice of high school mathematics teachers, and asked the inspiration and advice.