Master Of Mathematics Education High School Mathematical Problem Solving The Causes And Countermeasures Of PCK Weakness

In recent years,the national government and the researchers in mathematics education graduate student mathematics problem solving PCK is more and more attention,especially in the written examination and interview,the recruitment of teachers are highlighted this point.And has been in mathematical problem solving in mathematics teaching occupies very important position,throughout the mathematics classroom.But by early observation and access to information,at the same time 15 education graduate student of shandong normal university and five of the mathematics education of jinan university graduate student interviews,came to the conclusion: for the current mathematics education graduate student,high school math problem solving PCK is weak.Therefore,for the current mathematics education master's high school math problem solving PCK weak reason and the countermeasure research is a topic worth studying.This topic research,is for the purpose of through survey master's high school mathematics education in the process of mathematical problem solving performance,find the existing problems,and find out the math education master's high school math problem solving PCK weak reason,gives the corresponding Suggestions and strategies,let master of mathematics education really improve the knowledge of the high school math problem solving PCK.In this article,through interviews,in mathematics education master's high school math problem solving PCK based on the current situation of the weak,the test and the way of questionnaire survey,in shandong normal university,jinan university,qufu normal university,between university and nanjing normal university college(math)professional disciplines teaching research one and research two students to research the reason of the high school math problem solving is weak.Analysis of the mathematics education master's high school math problem solving weak reason mainly has the following several aspects: for teaching activities,related to promote the high school math problem on PCK teaching activities related to less;Master ofmathematics education attended a special teacher to guide teaching practice activities of the number of too little;For personal teaching experience and self-reflection,mathematics education master and others to discuss the number of high school math problem on knowledge few;Master of mathematics education in high school mathematics in the various problem solving knowledge thorough thinking and summarized;Master of mathematics education in high school mathematics problem on knowledge summary and reflection on self teaching less;Mathematics education master's conscious discipline knowledge,teaching knowledge,knowledge about students that number is not enough;For teaching and research and reading relevant information,mathematics education master's explanation of some issues related to read fewer books;Master of mathematics education in mathematics problem solving teaching and research activities related teaching research project number or few;For subject teaching knowledge,master of mathematics education for the issues on the teaching without the knowledge of the system,the lack of theoretical guidance;Master of mathematics education in the subject teaching knowledge,especially the knowledge of the students in the problem solving;Master of mathematics education in the interpretation of the exercises is not according to the characteristics of the students' problem solving to explain,most master of mathematics education is to focus on more systemic problem sets.In view of the above reasons,the author combined with relevant theories from teachers master of master of education in the teaching of mathematics and mathematics education in high school mathematics problem solving learning put forward the corresponding countermeasure: the two aspects of the teaching,should carry out more on promoting teaching high school math problem on PCK(including education,teaching skills,specialized practice teaching activities under the guidance of teachers,simulation class,teaching skill competition,etc.);Should increase to promote mathematics education master's high school math problem on PCK courses(such as increasing the students knowledge of the course and relevant issues on knowledge),optimizing the teaching of PCK.Appropriate adjustments for teachers,classroom teaching mode(such as increasing practice courses,flexible teaching methods,class assignments specific);Actively carry out the mathematical problem solving teaching and research projects.For math education master's personal development strategy,pay attention to education,the teaching skills of learning;Strengthening of high school math problem on knowledge with others;Conscious discipline knowledge,teaching knowledge,together the knowledge of students;Should be more for all kinds of problems in the high school mathematics knowledge for careful thinking and summarized;In response to high school mathematics problem on PCK knowledge constantly summary and reflection on self teaching;Should increase read books about problems on PCK;Should participate in teaching and research activities or teaching about mathematical problem solving research project;In the interpretation of the problem sets should be closely combined with the characteristics of high school students problem solving to explain;Grasp the internship opportunities.In each of the strategies are combined with high school math problem solving knowledge gives a specific operational steps of teaching.