Research On The Teaching Ability Of Solving Plane Geometry Problems Of Junior Middle School Teachers From The Perspective Of MPCK

This paper attempts to seek effective ways to make a good understanding of the junior middle school teachers' professional knowledge of plane geometry and the actual situation combined with the corresponding teaching knowledge,so as to evaluate the junior middle school teachers' teaching ability of plane geometry,while is a positive thing for improving the classroom teaching and the general researches of teachers' education.This study aims to select junior middle school teachers' ability evaluation of solving plane geometry problems based on the MPCK theory.Through classroom teaching,it is observed whether teachers' professional knowledge of plane geometry and relevant teaching knowledge can be reasonably integrated into the teaching activities of plane geometry problem solving,and according to this,the evaluation index of plane geometry problem solving teaching is constructed,and then the evaluation index is used to evaluate the problem solving teaching ability of junior middle school mathematics teachers.Through consulting relevant literature,based on the MPCK theory and its components,according to the four steps of solving the problem,and with the combination of the first-line teachers' interviews to determine the evaluation index of junior middle school teachers' teaching ability of solving plane geometry problems,the evaluation form of teaching of solving plane geometry problems for junior middle school mathematics teachers is preliminarily compiled and the reliability and validity of evaluation indexes are tested;Next,I record the teaching videos of plane geometry problems of 20 first-line junior middle school teachers in Anshan City,and the evaluation form is used to evaluate and analyze the teaching activities of first-line teachers in solving plane geometry problems;Finally,according to the analysis results of classroom observation,the following conclusions are drawn:1.Most teachers ignore the cultivation of students' knowledge structure of type of geometry questions;2.Senior teachers pay attention to teaching students mathematical thinking methods;3.Young teachers do not have a deep understanding of students' cognitive level of geometric problem solving;4.Most teachers' MPCK is at the average level.Two Suggestions are put forward: 1.Strengthen the first-line teachers MK,plane geometry knowledge accumulation;2.Strengthen the MPK and MCK training of young teachers.