High School Mathematics Conceptual Teaching From MPCK Perspective

In recent years,the topic of teachers' professional development has been widely concerned and discussed by educators,and the rapid development of society has also put forward higher requirements for the development of teachers.By combing the existing literature at home and abroad,it is found that the research heat of teacher development is at a high level and shows a trend of continuous rising,which indicates that the improvement of teachers' ability and accomplishment has become an important demand in the course of social development.Among teachers' professional accomplishment,pedagogical content teaching knowledge(Pedagogical Content Knowledge)is a basic and important knowledge,which is a comprehensive knowledge combined with specific teaching content and teaching method.Mathematics pedagogical content knowledge(Mathematics Pedagogical Content Knowledge)is a special teaching knowledge for mathematics teachers.Teachers can carry out scientific and effective teaching according to their own mathematics teaching knowledge.In classroom teaching,the teaching of mathematical concepts is undoubtedly very important,because it reflects the general essential characteristics of objective things.It can be said that if the formation process of mathematical concepts is not carried out,then the infiltration of mathematical ideas can not be discussed.Teachers need not only professional mathematics knowledge,but also rich pedagogy knowledge.If teachers can combine MPCK theory with concept teaching in practical teaching,they will achieve good teaching results.This paper explores three parts from the level investigation of teachers' MPCK,the analysis of concept teaching under MPCK theory and the method of MPCK in mathematics concept teaching.The level survey of teachers' MPCK is mainly carried out in the form of questionnaires and interviews.The main purpose of the questionnaire is to obtain the specific situation of teachers' MPCK ability literacy.The principal component analysis method is used to improve the MPCK level of teachers.Concept teaching analysis under MPCK theory is mainly to sort out the mathematical concepts involved in mathematics knowledge in senior high school,and get three representative mathematical concepts: concept teaching of logarithmic function,teaching of elliptic concept and teaching of binomial theorem.A new method of concept teaching is interpreted from the angle of general senior high school mathematics teachers,experienced teachers and MPCK from high point of view.MPCK in the method inquiry of mathematics concept teaching,we first consider its effectiveness,that is,the significance of popularizing in the existing mathematics concept teaching,and then consider how to carry out mathematics concept teaching under MPCK theory in senior high school.For the more general concept teaching,this paper concludes that teachers should analyze mathematical concepts from the perspective of understanding and application of concepts,the cultivation of mathematical logic and rigor,and the development and evolution of mathematical culture and concepts.At the same time,teachers should expand students' knowledge and present the relevant contents of concepts perfectly;build a classroom for teachers and students and effectively create scientific teaching situations;and focus on the construction of talents.