Primary School Mathematics Problem Posing Teaching' Teacher PCK Composition And Development Strategies

In the context of the new curriculum reform,"problem posing" has become an important part of the mathematics curriculum.As a response that the "problem posing" is not only a course concept,but also a course goal,mathematical tasks of "problem posing" have been added to the mathematics classroom teaching,textbook exercise and math test.However,In the transformation of the "problem posing" from the curriculum concept to the teaching reality,there are many challenges from the teaching reality.For example,most teachers generally agree with the curriculum concept of "problem posing",they fail to form a conscious awareness of transforming the curriculum concept "problem posing" into classroom teaching behavior.To some degree,They lack the necessary teaching materials about "problem posing",and also lack pedagogical content knowledge and skills that influencing teacher's teaching.From the existing related research,most scholars pay more attention to the connotation and teaching practice of the problem posing,especially focus on the teaching practice of the problem posing.Few scholars pay attention to the teacher's pedagogical content knowledge behind the problem posing teaching.Based on this,considering the existing research results,combined with the author's understanding of the ontological meaning of teacher's pedagogical content knowledge in problem posing teaching,the five core elements of teacher's pedagogical content knowledge in problem posing teaching were constructed through interview methods and expert consultation methods.Based on this,a questionnaire was compiled to survey primary school mathematics teachers,aiming at grasping the current whole situation of teachers 'pedagogical content knowledge in teaching,and combining the questionnaire survey and teaching case analysis to find out the problems and reasons of teachers' pedagogical content knowledge in teaching.Considering the problems and reasons,put forward the teachers' pedagogical content knowledge development strategy of problem posing teaching.Specifically,this study includes the following:The first part is the introduction.First,it explains the research origin,research purpose andsignificance of research in theory and practice.Then,sort out the current research status at home and abroad,in order that we can further clarify the research issues of this study.Subsequently,the two e theoretical foundations of this research are clarified.Finally,determine the ideas and methods of this study.The second part discusses the elementary school mathematics problem posing teaching of teachers' pedagogical content knowledge from three aspects that is connotation,characteristics and value.First,it explains the meaning of "problem posing teaching" and "teacher pedagogical content knowledge in problem posing teaching." Subsequently,according to the five aspects that is knowledge itself,the attributes of knowledge,knowledge the functions of knowledge,the composition of knowledge,and the acquisition of knowledge to describe its special characteristics such as professional uniqueness,personal silence,teaching context,multiple integration,and practical development.Subsequently,it is clear that the teacher pedagogical content knowledge in the teaching of problem posing play an very important role in improving the development of students' creative thinking,creating a participatory,dynamic,and open mathematics classroom,and reconstructing the identity of the student “questioner”.The third part discusses the core elements of teachers' pedagogical content knowledge in the teaching of the problem posing.Based on the research literature,the author first clarified the understanding and interpretation of the core elements of pedagogical content knowledge by existing researchers,find out the common core elements contained of pedagogical content knowledge,and combined ten front-line teachers' understanding of the teacher's pedagogical content knowledge in problem posing teaching,and two rounds of experts consulting,finally determines five first-level dimensions and fourteen second-level indicators of the teacher's pedagogical content knowledge in the problem posing teaching.The fourth part is mainly from the perspective of questionnaire data,revealing the teachers' pedagogical content knowledge realistic level in the problems posing teaching.In this part,questionnaires are formulated based on the five core elements of teachers' pedagogical content knowledge in problem posing teaching,and empirical surveys are conducted with primary school mathematics teachers as the object of investigation.After collecting and organizing the data,use SPSS22.0 software to analyze the data,present in the primary school mathematics problem posing teaching teachers' pedagogical content knowledge level.The fifth part detailed analysis the problems and reasons of teachers' pedagogical content knowledge in the teaching of primary school mathematics problems posing.Based on the teaching videos and combined with questionnaire data,the following problems were found.Firstly,teachers have misunderstandings about students' problem awareness and ability.Secondly,the understandingof teaching beliefs and purpose of questions needs to be improved.Thirdly,the knowledge of mathematics problems raised curriculum knowledge needs to be enriched;Fourthly,the knowledge about the guidance of mathematical questions is lacking.fifthly,the evaluation feedback knowledge needs to be strengthened.The cause of these problem is that the personal factors of teachers mainly based on personal theoretical learning and teaching practice observation and the group factors mainly based on participation in training lectures,school attention and principal guidance..All of this,it has an important inpaction on teachers' pedagogical content knowledge that cannot be underestimated.The sixth part puts forward effective suggestion from both teachers and schools,for developing the teachers' problem posing teaching pedagogical content knowledge.Specifically,it is divided into two ways.The first is from the perspective of the internal strength of teachers' self-deve lopment,include enhance the awareness of problem-awareness and understand the students' ability to raise questions;establish the correct view of the purpose of teaching and change the role of the classroom;accurately grasp the knowledge of the questions and to expand the source of the questions;strengthen the knowledge of problem posing teaching strategies and practice the problem posing teaching;enrich the knowledge of problem posing teaching evaluation,and strengthen the problem-providing teaching reflection.The second is from the perspective of the external support of the school: thematic training of questions to enhance teachers 'pedagogical content knowledge,create a platform for the development of teachers' pedagogical content knowledge and establish a library of teaching resources for teachers.