Research On Secondary Function Teaching Knowledge Of Junior High School Mathematics Teachers

"Secondary function" is one of the most important and complex contents in middle school mathematics,and it is also the required content of the high school entrance examination.At present,in the related research of mathematics teachers' subject teaching knowledge(MPCK),primary or secondary vocational and prospective teachers are the research objects,and the research content is mainly all the teaching content in the learning section,and there are few specific topics,especially the theme of secondary function.In this context,this article takes the content of "secondary function" as the starting point,takes the mathematics teachers of junior middle school county as the research object,investigates the current situation of secondary function teaching knowledge of junior middle school mathematics teachers,and explores the factors affecting the teaching knowledge of secondary function of junior high school mathematics teachers.Learn from the existing research framework,The "Questionnaire" was constructed from three dimensions: subject knowledge(MK),pedagogy knowledge(PK)and knowledge about student learning(CK),A total of 98 questionnaires were distributed to 4 middle schools in Zeller County,In order to understand the overall grasp of junior high school mathematics teachers for the "secondary function" teaching knowledge from the macro level,Combined with the classroom observation records of 22 mathematics teachers in 22 junior high school classes,And the results of teacher interviews with nine different characteristics,Organize and analyze the information collected by the three methods,Conduct mutual verification and supplement,The following main conclusions are obtained:First,the overall performance of mathematics teachers secondary function teaching knowledge is not ideal,the teaching method knowledge(PK)dimension master degree is the weakest,specific performance is: teachers in the important and difficult breakthrough teaching strategy lack of pertinence,can not stimulate students' interest in learning,teaching strategy is too single,do not have effective break through secondary function teaching important and difficult strategy.For(2)'s knowledge of methods and strategies to help students correct secondary function learning errors,some teachers explain it again,and the test of students' operation and mastery is not enough.(3)teachers need to make further teaching design for cultivating students' number,shape and combination thinking,so as to improve the teaching efficiency and achieve their own teaching goals.A few teachers are unable to design effective evaluation methods to test and judge the achievement of teaching objectives,resulting in low teaching efficiency.Second,the knowledge(ck)dimension of students' learning performs well.The specific performance is as follows: most teachers have a basic understanding of the students' secondary function learning difficulties and their reasons.(2)In the teaching process,most teachers will emphasize the error points and the cause of the problem,so that students can quickly understand and grasp the relevant knowledge points,so as to achieve the teaching goals.A few teachers teach students to judge the secondary error function and the reason know little or difficult to explain the reason,such teachers accounted for 12.6%.(3)The vast majority of teachers have a certain understanding of the existing knowledge structure of the students when solving the final problem of the secondary function.Three,Discipline knowledge(MK)dimension performed well.The specific performance is: most junior high school math teachers master the knowledge points related to the secondary function better.However,some teachers do not pay attention to expanding the width and depth of their subject knowledge,and think that their teaching experience is enough to "cope" with " the current students.(2)teachers have a certain logical relevance of the teaching content of the secondary function,and the logical connection between the relevant knowledge of the secondary function is good,but the construction of the knowledge structure map is not comprehensive enough,which shows that the teachers' understanding of the knowledge structure is not deep in enough and floats on the surface.Four,The teacher education background,teaching age,secondary function teaching experience and other characteristic variables all show significant differences in the teaching knowledge of secondary function in junior high school mathematics teachers.Neither gender shows a significant difference in the secondary function teaching knowledge of junior middle school mathematics teachers.In view of the above conclusions,some suggestions are put forward,in order to provide some reference for the improvement of the teaching knowledge of "secondary function".