| Pedagogical content knowledge(Pedagogical Content Knowledge,referred to as PCK)is proposed earliest by Stanford University professor Shulman proposed in 1986,is a integration of the teaching practice and knowledge from teachers who practice in various teaching,which is used to measure the teachers’ professional standards.And mathematics concept teaching plays a very important role in many forms of mathematics teaching in the classroom.The purpose of mathematical concepts in teaching is to accurately reveal the mathematical essence,connotation and extension,so that students can easily understand mathematical concepts,master mathematical concepts,and find out the differences and relations between concepts clearly,and use the mathematical concept flexibly to solve problems.This study is based on teaching examples with the help of the mathematics concept as the research carrier,analysis the PCK of new teachers and experienced teachers,through the analysis of the specific differences between the new teachers and experienced teachers in the teaching practice.we can help teachers of junior middle school mathematics to understand mathematics teaching knowledge better,And make them understand what mathematics teaching knowledge they should have in the mathematics concept teaching.At the same time,we can help new teachers adapt to the junior high school mathematics teaching work as soon as possible.In this study,I make a questionnaire survey of teaching cognition in mathematics teachers of three middle schools in Zhoucun District,and make a preliminary analysis of PCK differences between novice and experienced teacher.After that,I select 5 experienced teachers and 5 new teachers from Zhoucun No.1 Middle school as the research object.Take an implementation process in a concept class of the two teachers——primary function as the research carrier,using text analysis,classroom observation and other methods to collect data,and make a comparative analysis of mathematics concept teaching from the perspective of PCK between new teachers and experienced teachers in junior middle school.Research shows that the knowledge development level of new teachers and experienced teachers has been basically saturated,in the concept teaching of mathematical knowledge,but the new teachers don’t pay enough attention to the emotion,the problem solving and mathematical thinking attitude,these three aspects are not enough attention,and the experienced teachers has basic synchronization in these three aspects of the concept of development.We can see something from classroom teaching and the mistakes that they delt with of these two groups of teachers,the new teacher has had cognitive experience on students in the concept teaching,students may meet in concept learning difficulties and misunderstanding,and they should have that kind of ability to predict it.However,for this kind of ability,new teachers are significantly lower than those experienced teachers.The two groups of teachers on the content of organizational knowledge is basically the same,the two groups of teachers were able to determine the specific location in mathematics structure after analysing the teaching material,The relationship between the related concepts can be reflected in the classroom.The new teachers have obvious differences in teaching concepts about the effect of feedback with experienced teachers.The reason why the new teachers don’t deal with the feedback knowledge is mostly because they are afraid that they can’t finish the teaching task.And they are also worried about the continuity of knowledge points are broken.The new teachers’ knowledge feedback is worse than the effect of the experienced of teachers’ feedback in the classroom.The presupposition is reasonable.They won’t worry about finishing the teaching task,even exceeds the preset situation.Experienced teachers will adjust the teaching in the experience in order to ensure the smooth completion of the teaching task.During the concept of teaching,the experience teaching strategies of experienced teachers are better than the new teachers’.In concept teaching,teaching strategies between experienced teachers and new teachers are mainly in two aspects,one is the introduction part,the two is the error correction link.The new teachers are very passionate about teaching,and this is very prominent compared to the experienced teachers,new teachers try to display their teaching ideas in teaching,and they are good at mobilizing the classroom atmosphere.In this way,they can integrate into the students soon.Teaching passion is an important driving force in the future work for new teachers.According to the research conclusion,put forward four suggestions to the junior middle school mathematics teachers.1.Read through all the junior middle school mathematics teaching material,understand the connotation of "mathematics curriculum standard".2.Set up PCK repository on the specific teaching of concept teaching.3.New teachers should listen to lessons that are given by experienced teachers more,and keep on writing teaching reflection.4.The new teacher should read more monographs,journals or papers on PCK and the mathematics concept teaching. |
PDF Full Text Request