Investigation On The Present Situation Of Ethnic Minority Areas Junior Middle School Mathematics Teachers’ MPCK

Put forward the new requirements of the new mathematics curriculum reform on mathematics teacher’s ability of classroom teaching:"classroom teaching should be established on the basis of the understanding of the students, the necessary mathematics teaching activities related knowledge is the organic integration" Mathematical knowledge related to mathematics teaching method of knowledge and understanding of the students, and the teacher is used PCK in teaching knowledge, closely tied with the effective teaching, influence students’ learning outcomes. Mathematics teachers’MPCK can best embody the mathematics teachers’ overall teaching quality, directly affects the teaching experience of teachers of mathematics teachers on students’ understanding of the various dimensions of integration, influence the teacher’s overall MPCK, preparation before class, play and teaching effect of teachers’ teaching reflection, characterization of teachers directly influence students’ learning; at the same time I China is a multi-ethnic country, ethnic education is an important part of education in China, the mathematics teachers in the ethnic areas of MPCK research, it has practical significance for promoting the development of teachers in ethnic minority areas.This article is in MPCK status of national research area junior middle school mathematics teachers, put forward feasible suggestions to the development of the mathematics teachers in junior middle schools MPCK. The based on Cochran PCKg of MPCK were to divide the structure, mainly based on the questionnaire survey, interviews supplemented by statistical analysis of the present situation of Yanji City junior high school mathematics teachers MPCK.The conclusions of the study are:School of national junior high school mathematics teachers in the context of knowledge are significantly different:training students in school focuses on a different, lesson plans and preparation of different, teachers team consciousness is different, different relationship between teachers and students; ethnic area junior middle school mathematics teachers knowledge points of Mathematics textbooks have a certain amount of reserves, will by the new curriculum standards of teaching method of classroom teaching, and to choose appropriate teaching representation of knowledge to explain; for students with learning difficulties, students prior knowledge reserve, wrong concept and students learning characteristics have a certain degree of understanding., there are some shortcomings:mathematical novice teachers of elementary school, junior high school and senior high school mathematics textbooks in the knowledge understanding and grasp the existence flaw; junior high school mathematics teachers after ignoring the mathematics education knowledge acquisition; junior middle school mathematics teachers reserves the right mathematical knowledge and error of mathematical knowledge, according to the teacher’s knowledge of the reserves in the classroom teaching present three cases: mathematical knowledge of clear explanation and mathematical knowledge vague interpretation, mathematical errors of knowledge teaching; junior middle school mathematics teacher to student’s cognitive main source in the accumulation of teaching experience.Put forward the following suggestions:1. Should strengthen college mathematics students on the stage of basic education mathematics knowledge learning, vocational mathematics teachers should pay more attention to the study of mathematics education knowledge2. Improve the level of theory knowledge of mathematics teaching, deepen the understanding of the concept of the new curriculum reform3. Schools should promote the creation of junior high school mathematics teachers’ professional production platform4. Junior high school mathematics teachers through "practice learning practice again" cycle, the development of MPCK...