Junior Middle School Mathematics Teachers' Pck Classroom Case Study

Along with the deepening of educational reform,more and more peoplerealise deeply is the key to the reform of teachers,then teachers teachingeffect how to evaluate?This article attempts frome the teacher’spedagogical content knowledge classroom performance on the perspectiveof teachers’teaching effect frome microcosmic level,try to exploreteachers pedagogical content knowledge in classroom use status.The research on Teachers’ knowledge in Schulman’s six elementstheory to decompose the teacher’s pedagogical content knowledge. Researchwill be the main contents of the teachers in the classroom teachingknowledge is decomposed into six components, and the horizontal andvertical comparison. Horizontal comparison with a teacher each componentproportion. Longitudinal comparison of different teachers of6componentratio difference.This study has the following findings: a knowledge based on teachingaim, content knowledge, play a leading role in classroom teaching, andthe influence of the depth and breadth of teachers’ classroom teaching.Two, the effect of feedback knowledge in classroom teaching in the useof energy efficient establishment of teachers and students, and is helpfulfor teachers to grasp the rhythm of the classroom. For specificperformance, first, experienced teachers and novice teachers in subjectcontent knowledge on the difference is obvious, second, experience ofnovice teachers have more teachers than the understanding of students’knowledge, can be flexibly used in the classroom. Finally, according tothe research conclusion to mathematics teacher PCK development withconstructive opinions and suggestions.