Investigation On The Status And Origin Of MPCK For Junior Middle School Mathematics Teachers

Nowadays,the professional development of teachers has been paid more and more attention by scholars at home and abroad.Professional knowledge is the important content and basic knowledge of teachers' professional development.In the process of teachers' professional capacity development,Pedgogical Content Knowledge(PCK)proposed by Schulman in the 1980 s,which is a unique type of Knowledge in teachers' professional knowledge,is becoming the focus of research.For mathematics teachers,Mathematics Pedgogical Content Knowledge(MPCK),as the unique professional knowledge of mathematics teachers,is the core basic knowledge of mathematics teachers in classroom teaching,which can effectively transform the academic form of mathematics knowledge into the educational form,affecting teachers' teaching behavior and classroom teaching quality.This research mainly uses the testing method of questionnaire and interview to investigate and analyze the current situation of MPCK of mathematics teachers in Pizhou junior middle schools.And the present situation and the origin of mathematics knowledge(MK),general pedagogical knowledge(PK),knowledge about mathematics study(CK)are analyzed on the differences of gender,teaching age and major,then the following conclusions are obtained:(1)There is an age fault of mathematics teachers in Pizhou junior middle schools,and the account of new teachers and old teachers who have been teaching for 15 years is about 90%;(2)With the growth of teaching age,MPCK is gradually strengthened;(3)There is no significant gender difference in junior middle school maths teachers' MPCK;(4)Teachers with mathematics professional background have deeper MPCK than teachers with other professional backgrounds.To sum up,the following suggestions are provided for the development of MPCK for mathematics teachers in junior middle school:(1)Pay attention to the training of novice mathematics teachers;(2)Actively carry out exchange activities related to mathematics teaching;(3)Conduct systematic professional training for mathematics teachers;(4)Teachers should make full use of their spare time for self-study;(5)Actively participate in the competition of basic skills,high quality classes and other activities.