Research On PCK Of High School Mathematics Teachers From The Perspective Of Key Competence

In 2014,the word "core literacy" in "opinions on the cultivation of morality" came into being,and the reform of the national new curriculum standard also entered a new era of literacy.At the education conference in 2018,Mr Xi inculcated that teacher building was a deeply rooted national responsibility.This has put forward the higher request to the teacher's professional quality and ability.This has also made teacher literacy a focus of The Times.National rejuvenation,based on education;Teachers are the foundation of education in a strong country.Teachers shoulder the responsibility of curriculum reform and are grassroots workers in teaching institutions.Only when teachers improve their classroom teaching ability and realize their own development can they carry out the core quality policy.PCK means subject teaching knowledge.This is the basic point and the first character of teacher development.It is closely related to teachers' educational concept and classroom teaching.The change of the new era of core literacy means that the professional ability of teachers is required at a high level.The teacher PCK structure in the traditional educational concept can no longer guarantee the implementation of students' core literacy.Only from the core literacy framework to redefine the teacher's PCK structure,from the mathematical core literacy perspective to re-examine the teacher's PCK structure.Based on the new era and new mission,we can promote the development of teachers and truly and effectively strengthen the national teaching force.As one of the essential qualities of students,the core quality of mathematics plays an important role in promoting students' ability to adapt to lifelong development and social development.However,how the core quality of mathematics discipline takes root in mathematics classroom is inseparable from the guidance and cultivation of teachers in the teaching process.Under the background of new curriculum reform,teachers are required to reposition their roles.Teachers should give full play to their creativity in teaching practice.In the face of the educational reform,the curriculum concept should be well embodied in the teaching practice,and the teacher's PCK should play a more important role in the teaching concept and teaching behavior.Therefore,the PCK teaching design of high schoolmathematics based on the core quality of mathematics discipline is of great significance to the development of teachers' teaching knowledge,the change of teachers' teaching concept,the improvement of teachers' teaching design ability and the adaptation to the new curriculum reform.Although the new curriculum standard of 2017 version has been put forward,some teachers have not fully understood the real requirements of the new curriculum standard and failed to correctly understand the core literacy concept permeated by the new teaching material,resulting in the phenomenon of "wearing new shoes and taking the old road".In addition,teachers still only attach importance to the imparting of knowledge unilaterally,ignoring the cultivation of the ability emphasized by the core literacy,and have great deficiencies in the cultivation of students' innovative spirit and practical ability,leading to the phenomenon of "high scores but low abilities" among some students.Although ability is becoming more and more important,knowledge cannot be ignored.Therefore,it is of great value and effect to improve teachers' professional quality and teaching quality to explore teachers' disciplinary teaching knowledge from the perspective of core accomplishment and fully combine ability and knowledge.This paper takes high school mathematics teacher's PCK as the key point.Carry out the research on the development of PCK of high school mathematics teachers.The PCK framework for teachers' classroom and teacher professional development was developed with core literacy as the indicator.In the form of classroom observation and interview,the structure level of teacher PCK was explored.A total of 202 math teachers from five high schools were surveyed.Under the background of core literacy,this paper explores the PCK structure differences of mathematics teachers in different professional development stages and the factors affecting the PCK structure of high school mathematics teachers.Based on the research conclusion,the paper puts forward reasonable Suggestions for the development of high school mathematics teachers and designs teaching cases for reference.According to the research,the PCK structure from the perspective of core literacy of teachers with rich teaching experience is more perfect.Gender and teaching age are important factors affecting teachers' PCK level.There are significant differences in the PCK structure under the perspective of core literacy among teachers at different professional developmentstages.Based on this,the following teacher PCK development strategies are proposed.Seriously participate in collective lesson preparation,take the initiative to participate in teaching and research activities.Actively participate in the mentoring system and learn from experienced teachers.Establish the concept of lifelong learning,improve teaching methods,improve teaching understanding.Male teachers should enhance their literacy in comprehensive culture,intuitive imagination and mathematical operations.Those with low educational background should improve their reading range and enhance their cultural background.