A Case Study On The Comparison Of Mathematics PCK Between A Kindergarten Novice Teacher And A Proficient Teacher

The reform of our country's kindergarten is being carried out incessantly.The development of kindergarten teachers is also paid more and more attention by early childhood educators.To improve the kindergarten teachers' Pedagogical Content Knowledge(PCK)is one of the most important methods for the kindergarten teachers' professional development.PCK is a kind of knowledge that the kindergarten teachers use many kinds of pedagogies to teach the children according to the children's characteristics and development level.According to some researches,the teachers' PCK will directly affect the quality of teaching activities.At the same time,the teachers have different teaching experience have difference score in their PCK.Therefore,in this study,two kindergarten teachers in the S kindergarten which located in the city of Yongzhou were chosen as the research object,and the differences between the novice teacher and the proficient teacher in the mathematical PCK were compared.The comparison including four aspects,the knowledge of teaching content,the knowledge of children,the knowledge of pedagogy and the knowledge of teaching situation.Combined with the comment from the author and one classmate of the author,the following conclusions were obtained:In terms of the knowledge of teaching content,the novice teacher was not accurate enough to grasp the use of teaching content during the teaching activities,so the compatibility between the designed teaching activities and games is not high enough;while the proficient teacher has a clear and complete understanding of the teaching contents,so she can arrange the teaching contents of mathematics for the children reasonably.In addition,the novice teacher focuses only on the consolidation of the existing knowledge and insufficient extension of new knowledge;while the proficient teacher focuses not only on the consolidation of the existing knowledge but also on the extension of new knowledge.In terms of the knowledge of children,the novice teacher cannot carefully analyze the characteristics for each child,and cannot take into account the individual differences of each child;but the proficient teacher can pays more attention to the personalized development of each child.At the same time,the novice teacher cannot accurately grasp the development level of each child during the process of designing teaching activities and setting the educational targets.However,the proficient teacher can accurately determine the development level of each child and can appropriately design the teaching activities and set the educational targets.In terms of the knowledge of pedagogy,even though the novice teacher can use a variety of pedagogies,but not enough flexibility;however,the proficient teacher's pedagogies were flexible.This made the proficient teacher cam better play the role of "partner,supporter and guider".At the same time,the proficient teacher pays more attention to encourage the children to operate independently,encourages the children to interact with other children,which reflect the teaching concept of take the children as the center.Furthermore,the novice teacher mainly uses"demo" and "illustration" as the teaching methods,and interferes too much with children's autonomous activities.However,the proficient teacher pays more attention to the children's learning methods of "direct perception,practical operation and personal experience",and gives the children more time and space,more encouragement,support and cooperation.In terms of the knowledge of teaching situation,the novice teacher firstly considers the theme of the teaching activities,which means just focusing on the formality of the teaching activities;however the proficient teacher are firstly based on the mathematical knowledge to determine the theme of the teaching activities,that means the proficient teacher pay more attention to the effectiveness of the teaching activities themselves.Meanwhile,the interaction between the novice teacher and the children is too formalized to achieve the effect of effective interaction.However,the proficient teacher can effectively deal with children from the perspective of the children's questions,and achieve effective interaction with the children.