Research On The Influence Of "MPCK" Of Junior Middle School Mathematics Teacher On Classroom Conversational Behavior

Since 2015,the teacher qualification examination in China has changed from the provincial examination to the national examination.The content and difficulty of the examination have increased,and the country's requirements for teachers are higher and higher.As the core knowledge of mathematics teachers' professional development,mathematics subject teaching knowledge(MPCK)is a kind of unique knowledge for teachers,which is also a must for mathematics teachers.At present,"MPCK" related research is involved in theory and practice,but the number of research in theory is still higher than in practice.Mathematics teacher's "MPCK" can be embodied in the classroom teaching,so to study mathematics teacher's "MPCK" must be based on the actual classroom.The study of dialogue behavior in classroom teaching has attracted much attention,but the influence of MPCK is often ignored.The literature method of this study runs through the whole process,classifies the relevant literature according to the theme,establishes research problems and research framework based on the existing research,defines the connotation and structure of MPCK and establishes the analysis framework of classroom dialogue behavior through the literature method,which is the basis of the observation method of this study.Go deep into the front-line mathematics teachers in junior middle school,through the way of pre-class interview to understand the level of teachers' MPCK,select the observation objects,and through the field observation to observe the teaching behavior of teachers in the classroom,communicate with teachers after class,and integrate the results of the interview with the results of classroom observation.For the classroom teaching video or recording,according to thecoding rules of the Flanders interactive analysis system selected in the research and design,the teacher's dialogue behavior in the teaching process is coded to realize the quantitative processing of the teacher's classroom dialogue behavior.By using the ratio analysis method,this paper analyzes the code of each representative's speech act from the frequency,frequency and proportion time,and explores the characteristics of teachers with different levels of "MPCK" in the classroom conversation behavior.Then,the matrix analysis method is used to interpret the dialogue behavior of the three teachers in teaching,and to reveal the potential relationship between the dialogue behavior and the "MPCK".The results show that teachers' level of "MPCK" has a significant impact on Teachers' classroom conversation behavior.Teachers with different levels of "MPCK" have obvious differences in the distribution of three types of speech categories in classroom conversation behavior,the choice of teachers' speech behavior types,students' speech feedback and the construction of dialogue atmosphere.The influence of teachers' MK on their classroom conversation behavior is only reflected in the content of discourse communication,while PK and CK can affect teachers' choice of teaching mode,teaching style and classroom control mode,and then affect teachers' classroom conversation behavior.