A Study On The Characteristics And Development Countermeasures Of MPCK In Classroom Teaching Of Novice Mathematics Teachers

MPCK is practical knowledge closely connected with mathematics education,and it is also a kind of comprehensive knowledge.It is a fusion of pedagogy,psychology,mathematics knowledge and many other knowledge related to mathematics education.In mathematics teaching,MPCK is also the comprehensive embodiment of mathematics teachers' teaching ability.Having abundant MPCK is the concentrated expression of excellent teachers.As the fresh blood of the teachers,novice teachers are the hope of the teachers in the future.However,they have just started teaching and lack teaching experience.They are at the stage of teachers' adaptation and growth.Whether this process goes smoothly will directly affect novice teachers' teaching confidence and professional development.As the main place for teachers to cultivate talents,classroom teaching is the core of teachers' work.Studying the classroom teaching of novice teachers is not only helpful to discover the advantages and disadvantages of novice teachers in classroom teaching,but also points out the direction for the professional development of novice teachers.In order to improve the teaching level of novice mathematics teachers,the author first constructed the analysis framework of MPCK characteristics of mathematics teachers' classroom teaching.Then,combining with the experience of educational practice,the author adoptedthe method of combining quantitative research and qualitative research to carry out the overall analysis and case study of MPCK characteristics of novice mathematics teachers' classroom teaching,which is not only conducive to understanding the overall level of novice mathematics teachers in all dimensions,but also conducive to understanding the specific characteristics of each dimension.In the overall analysis,the paper mainly analyzes the questionnaires collected from 42 novice mathematics teachers.The research finds that junior high school novice mathematics teachers' mathematics teaching strategy knowledge is slightly better than the learning object knowledge,and the learning object knowledge is slightly better than the teaching content knowledge.In the qualitative analysis of the case,the author selected the classroom teaching of three novice mathematics teachers and conducted after-class interviews.The results showed that the three novice teachers did not supplement the relevant content of the history of mathematics in the classroom.Through the interviews,the author also found that the three teachers were particularly lack of knowledge of the history of mathematics.In the dimension of mathematics teaching strategy,novice teachers' main teaching method is teaching method,which is single and students have little chance to "experience".In the dimension of mathematics learning object,novice teachers do not have a deep understanding of the reasons why students are easy to make mistakes,the prediction of students' viewpoints when answering questions,and the role of teaching contents in students' development.They mainly judge according to their subjective feelings and personal experiences.In view of the teaching difficulties faced by junior high school novice mathematics teachers,the author thinks that novice teachers should read a certain amount of mathematics history books,excavate the teaching essence of mathematics content,and strengthen the expansion of teaching content knowledge.At the same time,we should also strengthen the integration of teaching methods and adopt rich and varied teaching methods to create interesting teaching activities for students.It is also necessary to deepen the understanding of the learning object,contact and communicate with students more,understand what students think and think,and help students overcome difficulties.Finally,we should strengthen the teaching practice and increase the analysis of cases so as to improve the MPCK level of teachers as a whole.