Comparative Study Of MPCK Of The New High School Mathematics Teachers And The Experienced Teachers In Guiyang City

Professional development of high schoolmathematics teachersis the demand of the society, is the need of the new curriculumreform,and is the high school mathematics teachers’ developmentneeds; the core of high school mathematics teachers professionaldevelopment is the development of the MPCK, because it not onlyaffects the teaching behavior of teachers, but also affects thequality of classroom teaching of mathematics. At present, theeducation of Guizhou Province is in the experimental stage of newcurriculum reform,and the MPCK of the new high school mathematicsteachers is in the initial stage of development.Its developmentdecides the fate of the new curriculum reform. Therefore, thisarticle is from the high school mathematics teachers’ teachingideas, about students’ knowledge, about the content knowledge,and teaching strategies about knowledge and knowledge abouteffect of feedback five aspects to compare to study the MPCKof the new teachers and experienced teachers, The basicconclusion is as follows:1.The generality of the MPCK between the new teachers and theexperienced teachers.The new teachers and experienced teachers also agree tocultivate students’ mathematical logic thinking and operation ability of teaching objective, focus on learning of students’prior knowledge and experience. Clear objectives in the designof teaching, and around the goal of teaching. In the layout anddesign of teaching, mainly relies on teaching material, writingpurpose and reflect the teaching materials. In teaching, they payattention to the combination of osmotic permeability, from thegeneral to the special, the concrete to the abstract, mathematicalthought and method, with emphasis on the teaching and trainingmethods, pay attention to the classroom feedback, homeworkfeedback and testing way of understanding the learning effect ofstudents.2.The differences of the MPCK between the new teachers and theexperienced teachers.(1)In teaching ideas, new teachers accept the new curriculumteaching concepts more easily than experienced teachers.(2) In the aspect of the knowledge students having, experiencedteachers are more understanding the rules,the development ofstudents’ cognitive confusion, difficult and error prone pointsin learning of students than the new teachers,.(3)In the aspect of knowledge of the content organization,experience teachers can better grasp the teaching emphasisand the teaching difficulties, can better prominent the teaching emphasis and breakthrough the difficulties than the newteacher.The contents to teaching of is as the reference inexperienced teachers, and the instructional design is mostlybased on their accumulated experience in teaching.They attachimportance to teaching from the shallower to the deeper, a layerto a depth layer, having a certain depth and breadth. But theteaching content arrangement and teaching design for new teachersis mainly based on the textbook, the depth and breadth are lessthan experienced teachers.(4)In the teaching strategy knowledge, experienced teachersfocus on the heuristic method of teaching, but the new teachersmainly teach.(5)The knowledge about the effect of feedback, experiencedteachers on students’ learning effect feedback take classroomfeedback, homework feedback and testing supplemented; Newteachers on the students’ learning effect feedback take classroomfeedback and homework feedback and testing supplemented.