A Case Study Of PCK Comparison Between Novice Teachers And Experienced Teachers In High School Mathematics

With the rapid development of science and technology in the 21st Century,the quality and quantity of talents have become the important indicators of a country's competitiveness and the strength.As a result,education will be the key to national renaissance and social progress.Based on this backgroun,a new round of reform of basic education in China preludes.Teachers are not only the mainstay of educational reform,but also the practitioners and promoters of educational reform.Teachers have to improve themselves constantly to adapt to the requirements of the curriculum reform.Pedagogical Content Knowledge is a special type of knowledge in teachers' knowledge.It is widely regarded as the core of teachers' knowledge and the key to the teachers' professional developments.PCK is closely related to the teachers' teaching abilities.It plays an important role in distinguishing the novice teachers and experienced teachers.Accordingly,the in-depth explorations of different teachers' PCK in specific subject will have great significant implications for the teachers' professional development.Among so many studies of PCK,the research of Grossman drew more attention.This study is based on the framework proposed by Grossman:PCK is a guiding idea about the teaching purpose of a subject,the knowledge of the students' comprehension,the knowledge of the course,the teaching strategy knowledge of a particular subject.A novice and an experienced math teacher have been selected from Shenzhen Yucai Middle School to make a PCK comparison.The analysis of teaching plans,classroom observation,and interviews are used to collect data to compare and analyze their differences.At last,some advice on how to improve novice teachers' PCK is given.This research shows that part of mathematics teaching views of the novice teacher are not that reasonable,which directly affects the teaching goals and let students emphasize rote learning instead of understanding principles.The experienced teacher believes that the essence of mathematics was the mode of thinking,thus he uses the heuristic teaching and guides students to explore independently.In terms of the students' knowledge,the experienced teacher could analyze the students' learning status and predict learning difficulties more reasonably.There are significant differences between these two groups of teachers in these aspects:the teaching objectives,the teaching key and difficult points,setting examples and exercises,the choice of teaching contents.In the aspect of teaching contents,the novice teacher's description of the teaching objectives is too simple,while the experienced teacher divides the objectives into several small teaching objectives The exercises and examples of the novice teacher are all chosen from textbook without any changes,while the experienced teacher makes some changes according to the actual situation.The lecture of novice teacher is a little boring,while the contents presented by experienced teacher are tightly connected.The experienced teacher focuses on the transfer of knowledge,which is more conducive to the development of students.According to the results of the study,some suggestions on improving the PCK of high school mathematics teachers are provided:read more educational books in spare time and learn the most advanced educational philosophy;learn the knowledge of mathematics course;strengthen self-reflection;observe lessons of outstanding teachers.