Research On High School Teaching Practice In View Of MPCK

The mid-1980s, in the western teachers professionalization movement, an American scholar Shulman was subject to the knowledge and pedagogy for the American Educational Research Teacher knowledge of the existence of a separate phenomenon, proposed "the missing paradigm", given the concept "teaching knowledge". In terms of mathematics, PCK embodied in mathematical education is the "pedagogical content knowledge of mathematics", ie MPCK. This shows that, for the professional development of teachers, to become a good teacher, not only require complete mathematical konwledge, also need to have the specific content of teaching knowledge, namely the excellent teachers can be MK, PK, CK, TK together in an appropriate manner, so as to promote teaching. Among them, MK has four dimensions:mathematical concepts, content knowledge, mathematics thinking method and the history of mathematics knowledge; PK has four dimensions:the idea of education, education theory knowledge; CK has three dimensions:knowledge.students’ cognitive factors of the development of students and non cognitive factors and learning environment; TK has two dimensions:the traditional teaching media knowledge and relevant knowledge of modern education technology.This research is mainly to solve the following problems:(1)high school mathematics teachers in teaching practice is how to design the teaching activities, whether MK, PK, CK, TK these four aspects together;(2)the teachers will encounter what difficulties in the CK,TK this two aspects, and will make what improvement;(3)in order to better carry out education and teaching practice,senior high school mathematics teachers is how to develop, enrich and upgrade their knowledge for teaching mathematics.The object of this study is the sixty high school mathematics teachers in Hubei Province, carries on the questionnaire survey, and concept classes and theorem course the number of high school mathematics teacher record analysis. In addition, according to different age and different titles of mathematics teachers in specific teaching content design of interviews, the difference with the method of compatative analysis to compare MPCK among different teachers.Research on teaching practice in view of MPCK mainly through literature research, questionnaire survey, case study, comparative study and other research methods, focus on novice teachers and experienced teachers, expert teachers and experienced teachers in teaching students knowledge.aims to compare and find out the differences, and to grasp teaching knowledge, better rapid progress to provide suggestions and methods for teachers. Implications:(1)experienced teachers relative to new teachers, the teaching activities will be more comprehensive, new teachers in the teaching goal, or in the important teaching difficulties, teaching examples and exercises of choice, lacks deep consederation, the examples and exercises and teaching most are from teaching materials, no varied and expand exercise,in addition, in the classroom teaching, teachers are in the identity of the protagonist, students in a passive acceptance of the status of knowledge, lack of understanding of the students’knowledge,(2)in the reflective teaching, experienced teachers not only reflect on the lessons, after class, but also to reflect on the teaching process, to identify shortcomings; and new teachers are basically reflect on the teaching content, the lack of an overall reflection on the whole class;(3)in preparing lessons, new teachers on the cognitive level of students is not very understanding, only limited understanding of the content knowledge, and experience teachers have certain knowledge in addition to the cognitive level of students, but also the students’ character and interests combination teaching design together;(4)in the evaluation of the learning effect of students, new teachers in most cases only through the student’s homework and exams, and training for the error; the experienced teacher and class teacher will according to the in class and after class interaction with students and student exchange situation to judge, the improvement from made in teaching strategies, teaching design, characterization methods.