Research On The Effectiveness Of Questioning In Senior High School Mathematics Classroom From The Perspective Of MPCK

The MPCK(Mathematics Pedagogical Content Knowledge)is the mathematics teaching content knowledge developed by the PCK proposed by the American scholar Schulman,which is the core knowledge that the mathematics teachers should have.An excellent mathematics teacher’s mathematics subject knowledge(Mathematics Knowledge,MK),general teaching method knowledge(Pedagogical Knowledge,PK),the greater the intersection of mathematics learning knowledge(Content Knowledge,CK)will often be,the more abundant the MPCK will form.MPCK has a profound impact on teachers’ professional ability and professional development.Through the structure of teacher MPCK,the shortcomings of teaching can be found to make up for the shortcomings.This study selected a key high school mathematics teachers as the research object,first through the form of questionnaire survey get high school mathematics novice teachers and experience teachers of MPCK status quo,and then through the analysis of six high school math teachers classroom questions record,and an interview on the teaching question design of novice teachers and experienced teachers,comparison of new teachers and experienced teachers MPCK on the effectiveness of questions.The main questions include:(1)The status of MPCK between novice teachers and experienced teachers;(2)What is the influence of teacher MPCK on the effectiveness of classroom questions;(3)How teachers improve MPCK to improve the effectiveness of classroom questions.This study mainly through literature research method,questionnaire method and classroom observation method.Analysis and compare classroom questions from new high school mathematics teachers and experienced teachers from the perspective of MK、PK and CK,mainly for the difference in the effectiveness of classroom questions,aims to find the lack of novice teachers classroom questions,and put forward relevant suggestions for teachers to improve the effectiveness of classroom questions.Based on the results of questionnaire survey and analysis of classroom questions from high school math teachers,this study obtained four conclusions:(1)There is a gap between the MPCK for novice teachers and experienced teachers;(2)MPCK has important influence on the effectiveness of classroom questions,MK affects teachers’ purpose of clear questions,PK affects the advantages and disadvantages of classroom questioning methods,CK affects the thinking inspiration of students by asking questions in the classroom;(3)Questions from novice teachers on more difficult subjects are less effective;(4)The questions of novice teachers’ open class is more effective than daily classes.And put forward six suggestions for the conclusion:(1)Enhance teachers ’awareness of MPCK;(2)Improve your own MPCK and have a dynamic student outlook and teaching outlook;(3)Carefully design questions before class and analyze them from three perspectives of MPCK;(4)Teachers’ classroom questions should be associated with MPCK;(5)More difficult topics need deep study;(6)Daily class questions should be in line with open classes.