Research On MPCK Of Middle School Novice Teachers Based On Concept Teaching

Since the education reform has put "student-oriented development" as one of the four basic concepts,the classroom teaching mode also transforms from the teaching-oriented instruction to the student-centered discovery teaching,then the teacher should not only master the teaching content knowledge,but also have the ability to transform the academic knowledge into the teaching knowledge——The Pedagogical Content Knowledge.For mathematics teachers,it is necessary to have mathematics Pedagogical Content Knowledge(MPCK),which is the core index to measure the professional development of mathematics teachers.Although the Novice mathematics teacher's MPCK is not rich enough,but they still have to complete the teaching task.In order to get the professional development of novice maths teachers,this study mainly focuses on the present situation of novice mathematics teachers 'MPCK in middle school based on concept teaching,in particular,there are two main problems:first,the concrete status and main problems of novice mathematics teachers' MPCK,The second is the difference of MPCK between novice teacher and expert teacher.This study defines the connotation of MPCK as:in a specific mathematical situation,in order to make students more fluent and effective understanding of the content,according to the existing cognitive situation and mode of thinking,the teachers organize,characterize and present the mathematics content,thus transform the mathematics knowledge of the academic form into the mathematics knowledge of the teaching form,and the knowledge is the integration of mathematics content knowledge,the teaching method knowledge and the students' knowledge.This study divides MPCK into 3 dimensions:content,teaching,and students,including 7 sub dimensions and 12 observation points.The document method,qualitative case study,classroom observation and interview were used,the teacher transforms the academic form of mathematics knowledge into teaching form for studying the specific situation of novice teachers ' MPCK,at the same time,qualitative analysis and quantitative analysis is used to evaluate the MPCK of novice mathematics teachers.In the quantization phase,this study developed the MPCK gauge analysis scale,which is based on Parker's PCK gauge analysis scale.To quantify the value of 4 teachers ' teaching videos.In the qualitative analysis process,the author observed the concept teaching course and interviewed with four teachers.Collected their lesson plans and courseware and other data to support,the author combined with quantitative results analysis the situation of middle School novice mathematics teachers' MPCK,through standard reference,we know the difference of MPCK between novice mathematics teachers and expert teachers in different dimensions.The results show that:(1)novice mathematics teachers' overall level of MPCK is"basic",in three dimensions,the content dimension is "skilled",the remaining two dimensions are "basic",the biggest problem is the integration of teaching knowledge and student knowledge;(2)There are differences in the MPCK between novice mathematics teachers and expert teachers,and the content dimension of novice teachers is close to that of MPCK teachers,and the biggest difference is the teaching dimension.In terms of specific elements,Common Content Knowledge(CCK),specialized content knowledge(SCK),knowledge of Teaching and content(KTC),Horizontal Content Knowledge(HCK),knowledge of the Perception of a particular situation(PPS),Knowledge of Existing cognition(KEC)and Knowledge of Teaching and Student(KTS),the difference with the expert teacher are increasing in turn.Based on the research conclusion,it is suggested that novice mathematics teachers should make clear the MPCK of concept teaching,understand students deeply,and enrich their MPCK from the integration of students' knowledge and teaching knowledge.The innovation of this research:(1)In view of the situational nature of classroom teaching,the author established the theoretical framework and the MPCK gauge analysis scale;(2)Research on the MPCK of novice mathematics teachers based on concept teaching.The limitation is that this study used qualitative case study method,the quantitative research and the sample size is limited,which is not enough to be a universal conclusion.This study only studies the MPCK of novice teachers in the middle school concept teaching,the subjects did not involve novice teachers in primary school,In addition to mathematical concepts,the scope of knowledge content does not involve other content.