A Study Of Differences Of Teaching Methods For Junior Middle School Math Teaching

The "compulsory education mathematics curriculum standard" published in 2011 emphasizes that teaching not only makes students understand and master the basic knowledge and basic skills,but also make full use of relevant mathematical thoughts and methods for students to gain experience in the interaction between teachers and students,among students and their communication and cooperation.The imperfect knowledge structure of novice teachers and the inappropriate use of the mathematics pedagogical knowledge(MPK)do affect the effectiveness of teaching.Therefore,combining classroom teaching and interviews to analyze the differences between novice and expert teachers in MPK,it is necessary to obtain relevant methods to promote the development of novice teachers.This study takes six math teachers in a middle school in Yantai as the object,and uses the concept map developed by Cornell University to analyze the teacher’s knowledge structure.In order to analyze teacher’s classroom teaching representation,the teacher’s classroom instructional representation code table is formulated by using the SOLO classification evaluation method developed by Australian scholar John Biggs and Lesh’s and Zhu Xiaomin’s characterization way.Based on the relevant literature of MPCK at home and abroad,an after-school interview outline is made to analyze teachers’ teaching design intentions.In the classroom observation,teachers’teaching characterization and teaching adaptation are taken as observation points to record relevant differences between expert teachers and novice teachers.In post-class interviews,the five aspects of the understanding and connection of mathematics and mathematics knowledge,the method of mathematics thought and the knowledge of mathematics history,the view of mathematics education and the presentation of knowledge are used as observation points to analyze the differences between the design intent of expert teachers and novice teachers,and finally to analyze the differences in teacher MPK.By the observation and interviews after class,we find that novice teachers have some problems in the following four aspects:First,novice teachers do not have a correct view of mathematics and mathematics education;Second,novice teachers’mathematical knowledge structure is not perfect and they lack some knowledge in the methods of thinking and history of mathematics;Third,they are self-centered in the teaching,only focusing on the imparting of knowledge;Fourth,the level of teaching representation is low and the status of students as subjects is not fully guaranteed.In response to the problems existing in the classroom teaching of novice teachers,based on the four aspects of paying attention to direct experience,triggering students to think and setting problem situations,relating to life,focusing on students and using representations wisely and conducting microteaching,and making good teaching reflections,suggestions are put forward to promote the professional growth of novice teachers.