Research On The Development Strategy Of MPCK For Novice Mathematics Teachers In Primary Schools

Under the background of basic education curriculum reform,the development of primary school mathematics teachers' specialization has been paid more and more attention.The development of teachers' professional knowledge is the foundation of teachers' professional development,and some scholars think that MPCK(mathematics teaching knowledge)is the core of mathematics teachers' professional knowledge and the core standard to measure mathematics teachers' professional knowledge.The stage of novice teachers is the key period of teachers' professional development.To promote the development of MPCK can effectively promote the development of their professional knowledge,which has important practical significance for the professional development of novice teachers.The purpose of this study is to understand the current situation of MPCK development of primary school mathematics novice teachers in Chengdu high tech Zone,to find out the problems existing in the development of MPCK and analyze the reasons,and to find out the effective strategies to promote the development of MPCK,so as to provide a reference for the development of MPCK for primary school mathematics novice teachers.First of all,through consulting the relevant literature about the development strategy of MPCK of primary school mathematics novice teachers at home and abroad,the connotation,structure,development and other aspects of MPCK are sorted out to build the theoretical basis of this study.Based on this,the paper makes a questionnaire survey on the development status and source ways of the four dimensions of MPCK of primary school mathematics teachers,and makes a comparative analysis of the results;through case study through interviews,in-depth analysis of the weak points and development obstacles of MPCK of novice teachers;interviews with teachers on thesource ways and influencing factors of MPCK,and further analyzes the influencing factors of MPCK development.Through sorting out,analyzing the results of investigation and interview,this paper explores the reasons why the development of MPCK is blocked and puts forward feasible strategies.This study found that the reasons for the obstacles in the development of novice teachers' MPCK mainly include two aspects: Teachers' individual and the school where they work: professional cognitive bias,weak awareness of independent learning,ignorance of the guiding role of the concept of leadership,lack of re understanding of primary school mathematics subject knowledge,the ability to recognize students to be improved,the awareness of reflection and ability to be improved,the awareness of educational scientific research to be weak The multi-dimensional contrast leads to the new teachers' maladjustment,"success" oriented school concept hinders the development of teachers,school organizational structure leads to teachers' aphasia,the condition support needs to be improved,the formalization of apprenticeship,the imbalance between supply and demand of teaching and research activities,and the rigid teacher evaluation strikes teachers' enthusiasm.Finally,based on the analysis of the problems and reasons,the author puts forward the following strategies from the aspects of teachers' personal and school management: Deepening professional cognitive strategies,high-level understanding of mathematical knowledge strategies,in-depth understanding of the leading concept strategies,action research strategies,reflection notebook strategies,adult oriented school concept strategies,flat school organizational structure strategies,and rich conditions Support strategy,flexible teacher evaluation strategy,teaching and research activity strategy matching supply and demand,school culture support strategy.