Research On Middle School Teaching Practice In View Of MPCK

Mathematics Pedagogical Content Knowledge has become one of the hot topics in the field of mathematics education in recent ten years.This thesis aims to explore the content of MPCK in the daily teaching of junior middle school mathematics teachers in urban-rural areas,and the close relationship between teachers' MPCK and actual teaching.The thesis tries to address the following questions through the research of MPCK theory and the combination of questionnaires,interviews and case analys:·What are the characteristics of junior middle school mathematics teaching practice based on MPCK under the urban-rural integration area?·How is MPCK reflected in teaching in the practice of education and teaching as well as the practical effect of teaching MPCK in the use of process?·What role does the teacher's MPCK play through the real cases in classroom teaching?What strategies do teachers adopt to help students understand knowledge?·Put forward the methods of improving and optimizing teaching according to the structural characteristics of excellent teachers' MPCK.In this thesis,the main approaches to the study are literature study,questionnaires,observations and interviews and so on.Literature study:Consulting relevant references in domestic and abroad on MPCK research,learn about the results of previous experts and scholars in the field of MPCK,explicitly study the value of MPCK of junior high school mathematics teachers in urban and rural areas and seek to find a breakthrough in the research.Questionnaires:By making relevant questionnaires,survey and statistics the research subjects.Observations and interviews:Through classroom lectures,observe and record the teaching situation of teachers of different ages in different teaching ages.By after-class interviews,record the reasons why teachers choose course materials,design teaching activities,and adjustment of teaching plans.The results show that:First:The differences is small between mathematics teachers' MK between urban and rural areas,PK continues to grow with the increasing teaching age,and CK has changed from knowledge transfer to quality improvement.Second:The access to basic skills training for teachers in this area is relatively narrow.Third:Compared with novice teachers,excellent teachers have more comprehensive and rich PK knowledge.Fourth:Teachers do not pay enough attention to the integration of modern information technology and mathematics curriculum content in this area.The innovations of this study are:(1)Systematic research on MPCK in the urban-rural area is conducted,while there are few studies on MPCK in urban and rural integrated schools which can be improved to a certain extent.(2)Through the case study of front-line teachers,it is helpful for teachers to form practical reflective ability and improve their professional quality,(3)The quantitative and qualitative analysis was conducted by questionnaire survey and interview survey.It's equipped with scientificity.(4)The structure characteristics of MPCK of excellent teachers were summarized to provide suggestions for new teachers' post-employment training.