Structure And Characteristics Analysis On Pedagogical Content Knowledge In The Mathematics Education Of Kindergarten Teachers

Mathematics is an important part of pre-school education,because of the different age.The value of kindergarten mathematics education is the accumulation of perceptual experience and the cultivation of mathematical thinking,the goal of the kindergarten mathematics education is the children can use mathematics knowledge to solve the problems of the life.The knowledge of teacher restricts the realization of kindergarten mathematics education goals,the pedagogic content knowledge belong to teacher is the security of the choose of content for children learning and the design of teaching activities and the implement of the teaching activities and the evaluation children's mathematics learning.The MPCK is an important part of the teacher's knowledge,which is a transformation from mathematics content knowledge to the pedagogical,and it's also the combination of teaching content knowledge with children's mathematics learning knowledge and teaching strategy knowledge,the purpose of MPCK is helping teachers teacher well.When teachers construct their own PCK the field of mathematics,it will be internalized into the framework and model for teachers to explain,recognize and evaluate teaching events,and teacher will use the framework and model to explain,recognize and evaluate problems in teaching,which eventually becomes the principle and method for teachers use to deal with various teaching problems.This study choses the kindergarten teachers' MPCK as the research subject,through the analysis of the kindergarten teacher's MPCK structure and characteristics,the search for the factors of the kindergarten teachers' MPCK,it can help kindergarten teachers develop the MPCK and do better in mathematics teach works.First of all,we analyzed the theory of the kindergarten teachers' MPCK from the three dimensions,the first dimension is the definition,location,nature and the particularity of kindergarten teachers' MPCK.Which is completed by analyze the concept of “knowledge” and “field knowledge”,“teaching” and “teaching knowledge”,kindergarten teachers' MPCK is a special field knowledge,also it's the combination of teaching knowledge and domain specific content.Due to the curriculum knowledge is different,kindergarten teachers' MPCK has specific characters,such as personalization,flexibility,less mobility,the mathematics teaching of the integration of knowledge transformation path is different,and the teaching strategy is also different,the second dimension is the value orientation of the kindergarten teachers' MPCK,which is included the theory rational,practical rational and the balance of the theory rationality and practical rationality,finally make teachers do the teaching rationality.The third is the construction of kindergarten teachers' MPCK,including four links: understanding and analysis,transformation and conversion,application and adjustment and reflection and sublimation.Secondly,on the basis of Shulman's PCK framework,researcher combined that with the Park's scale of PCK,there are two dimensions in scale about kindergarten teachers' MPCK,which is kindergarten teachers' MPCK elements and the connection between the elements.The establishment of this scale provides an analytical tool for the kindergarten teachers' MPCK,and also provides a framework for the teacher development and evaluation of teachers' teaching knowledge in the field of mathematics.In this study,three teachers' teaching activities with the same content were investigated,and the observation results and interview results were analyzed and evaluated with the scale.Finally,the response frequency and application level of kindergarten teachers' MPCK were obtained.Based on the response frequency,it is found that there are three types of kindergarten teachers' MPCK.Among the three types,the type of the integration of children's mathematics learning knowledge and teaching strategy knowledge is the main stype.Thirdly,according to the application frequency and application level of the kindergarten teachers' MPCK,this study divides the kindergarten teachers' MPCK into four types: highly efficient,loosely efficient,low-efficient and loosely inefficient.The characteristics of the four types of teaching knowledge are analyzed in the context of specific teaching activities.Finally,the factors of the kindergarten teachers' MPCK are analyzed from individual dimension and the environmental dimension.Individual factors include teachers' knowledge,the orientation of the converse about the kindergarten teachers' MPCK,teacher's teaching practice,kindergarten teachers' professional knowledge and teacher's reflection on teaching practice.Environmental factors include teachers' teaching situation,the research activity about the kindergarten mathematise teaching that teacher joined and the atmosphere of the kindergarten.Based on the analysis of influencing factors,this study puts forward the development strategies of the kindergarten teachers' MPCK.Those are teachers should learn a lot of the kindergarten teachers' MPCK knowledge,they also should pay attention to the teaching practice and teaching reflection,the cooperation with other teacher about the kindergarten teachers' MPCK can't be forgotten.