A Study On The Development Of MPCK Of Novice Mathematics Teacher In Primary School

Under the background of deepening curriculum reform,the professionalization development of teachers has received continuous attention.The development of the professional knowledge of teachers is an important part of the professional development of teachers.Some scholars pointed out that MPCK(Mathematics Pedagogical Content Knowledge)is the core of mathematics teachers' professional knowledge,the framework of the study is based on PCK(Pedagogical Content Knowledge)of Shulman.The development of MPCK has very important practical significance for novice teachers who have just started to work.With reference standards and development direction,we can further observe and analyze MPCK of novice teachers.Therefore,the study of MPCK in this paper is carried out from the perspective of contrast with the expert teacher.Through classroom observation,questionnaire survey,interview and other methods,this paper discusses the status quo of the development of MPCK of novice mathematics teacher in primary school,and proposes some suggestions to promote the development of MPCK in view of the found problems and causes.The paper is divided into five chapters.The first chapter introduction,introduces the background of the study,and summarizes the domestic and foreign study status such as connotation and structure of MPCK,development of MPCK,comparison of MPCK of novice teacher and expert teacher.On this basis,the purpose and significance of the study are clarified,and the study ideas and methods are cleared up.The second chapter,based on the understanding of the related study of PCK and MPCK,discusses the knowledge base,pathway of origin,essential characteristics and development value of MPCK development,which lays a theoretical foundation for this study.The third chapter,conducts comparative analysis of MPCK demonstrated by novice teachers and expert teachers in classroom teaching of heterogeneous forms for the same subject,in addition,it also assists the study in the way of interview and questionnaire survey,and deeply analyzed MPCK of novice teachers.It is found that compared with expert teachers,MPCK of novice teachers is weak,and their knowledge base of MPCK is insufficient and lacks the ability to transform the knowledge reserve into MPCK.The fourth chapter analyzes the reason of weakness of MPCK of novice teachers from three aspects: teacher's personal,pre-service normal education and inauguration school.The reasons for teachers' personal level are as follows: novice teachers neglect the reexamination of maths knowledge,the leading concept of mathematics teaching aims is to be promoted,lack of awareness and methods of child research,ignore several secondary sources of MPCK,the lack of awareness and ability of reflection,the cooperation and exchange between colleagues is not in-depth.The reasons for pre-service normal education level are: the proportion of curriculum setting is not reasonable and the implementation of practical curriculum is inadequate.School-level reasons include: lack of efficient study activities of classroom cases,the mentoring system is becoming a mere formality.The fifth chapter,based on the analysis of the problems and causes,puts forward suggestions to promote the development of MPCK of novice teachers.