A Case Study Of MPCK Comparison Of Novice And Expert Teacher In Senior School

Since American scholar Shulman proposed the concept of Pedagogical Content Knowledge(PCK),it was combined with the characteristics of mathematics to integrate Mathematics Pedagogical Content Knowledge(MPCK),which has been proved to play an important role in improving teaching ability of teachers.Currently,great demands have been placed on the teacher's teaching ability by the new curriculum reformation of China,and methods for rapid improvement of novice teachers' teaching ability have drown great concern.The differences between the novice and expert teachers in the teaching process could be compared upon the MPCK framework,and then refined to be the MPCK differences through analysis.Accordingly,the relevant strategy of enriching the MPCK could be proposed,which contains a high research value for improving the teaching ability of novice teachers.This research composed of five following sections:The first section,introductions.This part introduces the research background of this study.The research targets are defined and the significance of the research is interpreted.The second section generalizes and analyzes relevant study of MPCK.The meaning of MPCK is defined as the method and strategy of teaching mathematics content knowledge of teachers.Furthermore,three key elements of MPCK are identified: knowledge of content organization,knowledge about teaching strategies,and content knowledge.The corresponding expression form of key elements of MPCK present as the pattern of teaching organization and the pattern of knowledge presentation.In the third section,the research subject and framework are identified.According to the key elements and expression form of MPCK,a new research framework of MPCK is proposed combining domestic and foreign research methods.An expert teacher and two novice teachers of the key high school in the province are selected as research subjects,and the two courses about concept of function and monotonicity are studied.The forth section is about case overview and analysis.Through observation method,interview method and coding method,the teaching practice of the expert teacher and two novice teachers are compared,and relevant differences presented in the process are identified qualitatively and quantitively.The fifth section,conclusion and strategies.The result of this research indicated that the MPCK differences of expert and novice teachers are mainly reflected in three areas: content organization knowledge,student's knowledge and teaching strategy knowledge.Through the perspectives of mathematics subject knowledge(MK),content knowledge(CK)and pedagogical knowledge(PK),this study proposes the relevant strategies as follows: Firstly,novice teachers should make full use of textbooks and exercises in order to actively realize the construction of MPCK on the basis of MK;Secondly,novice teachers should strengthen their study of education monographs and be active in participating teaching practice and lectures of experts.Also,novice teaches are supposed to understand the pattern of cognitive psychology and enrich their CK as well as PK,in order to integrate MPCK.