A Comparative Study Of MPCK Differences Between "Teacher Teachers" And "Non-teachers"

The faculty of our country is mainly composed of students who graduated from the teacher-level major(hereinafter referred to as "teachers")and students who graduated from non-teacher-class majors(hereinafter referred to as "non-teachers").The teacher's subject teaching knowledge is the basis and key to the formation of teaching ability.This study compares the differences between "teachers" and "non-teachers" in "Mathematics Pedagogical Content Knowledge(MPCK)".The difference in the teaching ability of "teachers" and "non-teachers" has important implications for indicating the path of mathematics teachers' professional development and improving teachers' teaching ability.First,through the relevant literature research on PCK and MPCK at home and abroad,the connotation and structure of MPCK are clarified;Then,a questionnaire survey was conducted on 70 mathematics teachers in a school,and 65 valid questionnaires were collected.Statistics and analysis were carried out on the collected raw data to understand the basic situation of the mathematics teachers in the school;On this basis,a representative of 4 teachers from 65 teachers were selected for comparative study: comparatively through classroom observation,case analysis,and combined after-school interviews.The MPCK of the two groups of teachers was analyzed.(knowledge of mathematics subject content,mathematics teaching purpose and target knowledge,knowledge about how students understand mathematics,knowledge of mathematics teaching situation creation and knowledge of mathematics teaching strategy selection)The study draws two conclusions:(1)The MPCK structure of the novice "non-teachers" has no improvement of the novice "teachers",but the MPCK structure of the novice "teachers" also needs further improvement;(2)The MPCK structure of experienced "teachers" and experienced "non-teachers" are relatively complete,but some details are often overlooked in actual classroom teaching.Focusing on improving and perfecting the MPCK structure of "teachers" and "non-teachers",this study proposes the following three suggestions:(1)Novice "teachers" and "non-teachers" should deepen their proficiency in high school mathematics textbooks,strengthen the combing and construction of knowledge frameworks,pay attention to the accumulation of teaching experience,and can spend more time listening to experience teachers.Classroom and quality class,communicate with colleagues in class,and ask the experienced teachers with humility;(2)Novice "non-teachers" should pay attention to the way of presenting knowledge,starting from the students' existing knowledge,guiding students to explore new knowledge,and paying more attention to interpreting students' cognitive ability and reflecting on teaching practice;(3)Experienced "teachers" and "non-teachers" should be more demanding on the basis of mastery of the classroom and teaching content,treat students with a more rigorous attitude,and treat teaching.