Research On Current Situation Of Young Teachers MPCK Based On Concept Teaching

MPCK is the core knowledge of mathematics teachers to optimize classroom teaching.It is the knowledge that the teachers use in the specific teaching situation,based on the understanding of the content of students and specific subjects,choose the teaching strategies,transform subject knowledge into the knowledge of students ’ understanding,which can transform the scientific form of mathematics into the knowledge of educational form.MPCK not only helps teachers to strengthen their understanding of mathematics education and improve their professional level,but also can guide teachers to teach,truly optimize the classroom and improve teaching efficiency.Concept teaching is the foundation of senior high school mathematics teaching and the core of mathematics teaching.When teachers carry out concept teaching,only by allowing students to experience thinking activities such as analysis,synthesis,comparison,abstraction and generalization,which students can truly understand the concept and lay the groundwork for the study of subsequent theorems,properties and methods.In the current exam-oriented education,most teachers neglect the importance of concept teaching under the short time of learning mathematics,more contents and great difficulty in senior high school.In the process of concept teaching,they tend to "swallow jujube date--Read hastily and without thinking " and spend most of the time on "sea tactics",coupled with their limited MPCK level,which leads to some problems in the teaching of mathematical concepts.Previous studies have shown that young teachers generally have a lower level of MPCK than teachers with longer teaching ages,in addition,young teachers are the fresh blood and new force in our education industry,so young teachers should be focus of our attention.The author uses a combination of quantitative analysis and qualitative analysis to select a variety of methods,including literature research,case study,classroom observation and after-school interviews,which are designed to complement each other and be more objective and persuasive.In the quantitative analysis stage,the author borrows from the PCK analysis chart and the PCK gauge analysis scale of the revised book,and according to the MPCK theoretical framework of the concept teaching in the study,combined with the suggestions of the instructor and many expert teachers,formulates the MPCK gauge analysis scale and detailed scoring standards.According to the classroom recordings of the "Trigonometric Functions of Arbitrary Corners" by two young teachers and one expert teacher,they assigned the three dimensions of MPCK in the concept teaching,10 observation points,and supported by after-school interviews.The aim is to study the following:(1)The current situation of MPCK level of young teachers in concept teaching;(2)The differences of MPCK between young teachers and expert teachers in different dimensions and observation points;(3)Compared with expert teachers,the reasons for the lack of MPCK among young teachers and their development strategies.The results show that:(1)Young teachers’ MPCK is at the "basic" level in concept teaching;(2)Compared with expert teachers,the MPCK level of student dimension is the closest,and the biggest gap is in teaching dimension.