A Case Study Of Comparison Of PCK In Mathematics Between Inexperienced And Experienced Teachers In Senior High Schools

PCK is the specific embodiment of subject knowledge in the teaching application, and it isunique to the teachers. PCK is to determine the teaching effectiveness of core knowledge and hascomplex structure.Many mathematics teachers in practical high school think that rich subject knowledge orexperience in teaching is the decisive factor to improve teaching quality. Many teachers don’t have aclear understanding of PCK, how do we cultivate it and what role of PCK plays in improving theyoung teachers, which is the prime problem to the young maths teachers in the new teaching reformand also the main problems we must solve.This article is divided into four parts to do the research into the comparison between youngteachers and experienced teachers.Part One introduces the research background and research object, which is the basis of theresearch.Part Two is the research literature, which introduces the research status of domestic and foreignscholars on PCK connotation and its structure.Part Three is the research process, which reflects the differences of PCK between the youngteachers and experienced teachers.In the concept teaching, how to create problem situation, how to let the students transmit fromexisted knowledge to the unknown step by step, and have the new concept naturally ground tostudents should be the focus of the mind to the teachers; On the processing of exercises, the teacherstry to let the students enjoy the fun to solve the difficulties by setting up one-by-one step to thestudent so as to enhance the students’ interest in learning mathematics. For errors that the studentshave, the teacher must promptly seize loopholes and guide them to solve the problem bythemselves.In the teaching, how to solve the the difficulties directly reflects the differences between youngteachers and experience ones in PCK, which is lack of the young teachers and also our focus.Part Four is the conclusion and several opinions and suggestions to the mathematics teachersin PCK development. From the research, there is obvious difference between young teachers and experienced ones inPCK, teaching designing, and the understanding of the students. Yong mathematics teachers shouldelevate themselves in enriching mathematics knowledge, set up prude attitude in teaching andstrengthen their reflect in order to improve their PCK.High school maths teachers should be adapt to the requirements of the new standard as soon aspossible, and should not be limited to the traditional teaching method and teaching techniques,and should be good at converting knowledge into the teaching ability so as to control the complexclass.In order to adapt to the requirements of the new standards as soon as possible, math teachersmust not be limited to the traditional sense of teaching methods and teaching skills. At themeanwhile, they must pay more attention to developing themselves and concentrate themselves onhow to convert their knowledge into teaching ability, thus controlling complex class neatly.