A Case Study Of The Influence Of HPM Practice On The Professional Development Of Junior Middle School Mathematics Teachers

The professional development of teachers is an inevitable requirement of educational development.Countries all over the world attach great importance to the professional development level of teachers.The professional development of teachers is the basic need of implementing the strategy of rejuvenating our country through science and education,which is related to the success or failure of the new curriculum reform.The degree of specialization of teachers often determines the future of teachers and the country.In the face of the development of modern education,in view of the diversity and sustainability of teachers' professional development,how to improve the level of teachers' professional development,and how to explore reasonable and effective ideas,ways and strategies have become an important issue facing our education.HPM is the abbreviation of History & Peggy of mathematics.The research on HPM and mathematics teachers' professional development is an important topic in the field of teachers' development.Can HPM bring changes to mathematics teachers' professional development? How to bring about change? How much change? These problems need to be studied more deeply and systematically.This study mainly uses case study method to track and analyze three HPM practice cases,and evaluate the professional development and change of practice teachers,in order to answer the following questions: 1.How does HPM practice affect the professional development of teachers? In what ways has it promoted the professional development of teachers? 2.To what extent has HPM practice had an impact on Teachers' professional development? How can the impact be further expanded(or limited)? 3.What are the suggestions to improve the professional development level of junior middle school mathematics teachers through HPM practice?The main conclusions are as follows:1.The influence of HPM practice on junior high school mathematics teachers' professional development is mainly reflected in the following three aspects:(1)the influence on Teachers' teaching concept: it has contributed to the change of teachers' mathematics concept and teaching concept;it has a more comprehensive understanding of the value of HPM;it has changed teachers' negative attitude towards HPM;it has improved teachers' sense of teaching efficacy;and it has enhanced the willingness to continue to make and use HPM lessons.(2)The influence on Teachers' professional knowledge: HCK and other six dimensions are significantly enhanced;development is phased and limited;development between dimensions is different.(3)The influence on Teachers' teaching ability: the ability to design the combination of mathematics history and teaching is obviously improved;the ability of teaching reflection is enhanced;the ability of teaching criticism and research is improved;the ability of students' cognitive presupposition is obviously enhanced.2.The influence of HPM practice on the professional development of junior high school mathematics teachers.(1)HPM can promote the improvement of all dimensions of teachers' professional development in practical teaching.Specifically,the long-term practice of HPM has significantly improved the professional development of teachers in all dimensions.The short-term practice of HPM promotes the professional development of teachers in an all-round but limited way;(2)the main factors that influence the practice of HPM on theprofessional development of junior middle school mathematics teachers are: the mastery degree of mathematics history;the teaching method of mathematics history;the length of HPM teaching time(how much experience);the self-efficacy of teachers.3.Suggestions on how to improve the professional development level of junior middle school mathematics teachers through HPM practice:(1)in school,we should take multiple measures to create a positive HPM learning atmosphere and improve teachers' professional ability;give full play to the role of HPM cooperation community and experts' guidance to cultivate the sense of cooperation;build a professional HPM practice team to promote the overall improvement of the team;deepen HPM research and improve teachers' HPM research ability Strength(2)teachers: actively enrich theoretical and practical knowledge of mathematical history,develop HPM awareness;actively carry out HPM reflection,improve teaching level;adhere to the four balance principle,"refine" the use of historical materials;continue to practice HPM in depth,constantly improve the level of professional development of teachers;strengthen exchanges and exchanges between colleagues in HPM practice;actively develop professional development plans based on HPM practice.