The Research On PCK Of High School Mathematics Teachers

PCK is the core of teachers’ knowledge, and has a very complex structure. This study will be divided into pre-class, classroom and after-school three categories PCK, and refined into multiple dimensions.This study selected a focus Foreign Language Middle School in Shenzhen, are taught in the first year of new teachers, experienced teachers have 23 years of teaching experience. In this study, text analysis, classroom observations (full recording) and after-school interview, and select "vector subtraction and geometric meaning of the content of the classroom as a research material.1.Differences in before-class PCKNovice teachers think that the most important is to teach students to learn mathematics problem solving, experienced teachers think their students math skills and logical thinking. Differences purpose classroom setting directly affects the arrangement and the teaching process of teaching goals.Novice teachers are not as accurate as the experienced teachers teaching content and heavy and difficult to grasp. Two teachers are good at understanding and application of new and experienced teachers also take into account the knowledge of the subject application after learning.New teachers understand the students Xueqing single way, and only limited knowledge of the contents of knowledge, and experience of the teachers said they still need to know the student’s personality, hobbies and other aspects. More use of new teachers to help reduce the difficulty of teaching at different levels of students to learn specific topics, and special teachers use hierarchical teaching, examples and exercises at different levels, teaching forms.2. Differences in on-class PCKNew teachers can not diagnose student learning, face a different solution in a timely manner can not be raised by the students of the teaching design changes. Frequent interaction experienced teachers in the classroom, in order to understand the students to grasp the situation, when students appear mistakes, flexible classroom design changes.New teachers focus on students in the classroom problem-solving ability, and experience more focus on training teachers in mathematical ability. Two teachers have tried to use to show their thinking process to help students understand the content of the subject, and the new teachers not been able to achieve the desired effect. In addition, new teachers do not realize create a good classroom atmosphere conducive to teaching activities.3. Differences in after-class PCKNew teachers teaching piece has strong ability of self-reflection, but not as experienced teachers and special teachers like reflection from the global classroom.More new teachers through job completion and examinations to assess student learning, teaching plans to do minor adjustments only in small terms. In addition to experienced teachers also based on classroom interactions, after-school interviews to assess student learning, and timely and effective change teaching content, teaching strategies, characterization methods.4. Ways of increasing teachers’ PCKNew teachers think that "serious study materials and teaching reference", "and co-workers daily communication," "self-teaching reflection", "organized teaching activity" is the most important way to enhance the level of PCK. Experienced teachers recognize "read more academic magazine" and "do more simulation title and entrance theme" is more important.5. Suggestion of increasing PCK of high school mathematics teachersResearch on this topic, according to the results of the study, the following recommendations for high school mathematics teachers to upgrade their level of PCK:1. Seriously studying the contents of the primary, middle, and high school mathematics textbooks;2. Read the education monographs, increasing the knowledge of teaching method;3. To develop good habits of reflection after school;4. Regularly organize professional activities, and communicate with colleagues;5. often problem solving, and the thought process recorded.