Investigation And Analysis Of The Present Situation Of MPCK Teachers In Primary School Of Corps

PCK(Pedgogical Content Knowledge)is the Knowledge about the “teaching”of subject Content,it is the alloy of Content Knowledge and pedagogical Knowledge,and it is the professional Knowledge for teachers about how to organize,express and adjust specific subject Content to adapt to learners' different interests and abilities so as to carry out effective teaching.MPCK(Mathematics Pedgogical Content Knowledge)is the Knowledge about the teaching of Mathematics as an index subject and about the “teaching”of Mathematics Content.It is the integration of Mathematics Knowledge and pedagogical Knowledge,the key factor affecting Mathematics teaching and learning,and the core Content of promoting the professional development of Mathematics teachers and promoting the quality of Mathematics education.MPCK is closely related to the professional development of mathematics teachers.Only when the professional development of teachers reaches a certain height can the further improvement of education quality be promoted.Therefore,this study will investigate and analyze the status quo of MPCK of primary school mathematics teachers in some areas within the Xin Jiang production and construction corps.This research mainly use the test method of questionnaire,interview method of the elementary school mathematics teacher MPCK present situation investigation and analysis,and based on teachers MPCK dimensions of teaching,students' dimensions,content,dimension,and the characteristics of multi-dimensional teacher variables(age,educational background,who now teaches grade,subject background,nationality,gender,elementary school mathematics teaching age,professional title)to teacher MPCK correlation analysis regression analysis and variance analysis,found the following issues:1.MPCK,a math teacher of bingtuan primary school,has a relatively general overall level,a relatively good student dimension and a relatively weak content dimension;2.Firstly,gender,nationality and discipline background all have significant influence on MPCK of mathematics teachers in bingtuan primary school.Secondly,MPCK of teachers in different age groups,professional title groups and primary school mathematics teaching age groups were different among groups.However,the MPCK level of primary school math teachers was not significantly affected by their education background or current grade.In conclusion,the following Suggestions are put forward for the further improvement of MPCK level of mathematics teachers in bingtuan primary school:1.Bing Tuan education administrative departments and schools at all levels should continuously improve the level and ability of teaching and educating teachers;2.Each school of the corps should focus on improving the level of “teaching dimension and student dimension” of teacher MPCK based on in-depth teaching and research;3.Mathematics teachers of bingtuan primary school should improve the level of MPCK's“content dimension” and weaken the influence of “teaching not learning” on the quality of education.