The Teaching Research Of High School Mathematics Problem Situation Creation From MPCK Perspective

With the advancement of the new curriculum reform,creating mathematical problem situations has become an important part of teachers’ mathematical activities.The creation of mathematical problem situations is a vehicle for students to identify problems,ask questions,analyze problems and solve problems in the learning process.However,there are still some questionable problems in the current mathematical problem situations created by high school mathematics teachers.Therefore,it is worth studying to make an in-depth investigation on the current situation of mathematics problem creation in high school and put forward reasonable and feasible strategies on the basis of analyzing the problems.MPCK(Mathematics Pedagogical Content Knowledge),which evolved from the PCK proposed by American scholar Shulman,is the core knowledge that mathematics teachers should possess.Excellent mathematics teachers not only need to have professional mathematics knowledge and necessary teaching knowledge,but also need to transform the professional obscure subject knowledge into a form that is easy to understand and effectively pass on to students.In recent years,MPCK has become a hot topic in the research of mathematics teacher professional development.Many educational scholars take MPCK as the basis of their research.Therefore,based on MPCK theory,this paper systematically combs the current situation of high school mathematics problem situation creation and puts forward corresponding strategies.This study mainly adopts literature research method,questionnaire survey method and classroom observation method,based on the MPCK perspective,the questionnaire and classroom observation scale were prepared on the basis of previous studies,detailed dimensions were divided,and the results of the obtained survey were analyzed quantitatively to derive the current situation of problem context creation in high school mathematics in H.From MK,PK and CK,the problems existing in the creation of high school mathematical problem situation are summarized.It is found that there are some problems in the creation of high school mathematics problem situation from the MK perspective:(1)teachers’ understanding of mathematics problem situation is biased,(2)teachers’ professional quality of mathematics subject is insufficient,etc.In the perspective of PK,there are some problems in the creation of mathematical problem situation in high school:(1)teachers’ traditional educational concepts have not changed,(2)teachers’ understanding of relevant requirements in the Curriculum standard is not in place,(3)there are some problems in the formalization of mathematical problem situation.In the perspective of CK,there are some problems in the creation of mathematical problem situation in high school:(1)the creation of mathematical problem situation is divorced from students’ reality;(2)teachers cannot provide students with a "problem" driven classroom learning environment.In response to the above problems,a brief analysis of them is made,and based on the MPCK perspective,reasonable improvement strategies are proposed for improving the creation of problem situations in high school mathematics teaching from the MK,PK,and CK perspectives.The following strategies are proposed for the creation of problem situations in high school mathematics from the MK perspective:(1)strengthening research on teaching theories related to problem situation creation,(2)striving to improve their own professional level in mathematics subjects;the following strategies are proposed for the creation of problem situations in high school mathematics from the PK perspective:(1)insisting on good reflection on the creation of mathematical problem situations,(2)deeply interpreting the requirements of the Curriculum for mathematical problem situations,and(3)grasp the essence of mathematics teaching content and avoid formalization;the following strategies are proposed for the creation of high school mathematics problem situations from the CK perspective:(1)pay attention to students and grasp the learning situation,(2)use "problems" to drive learning and create "ladder" problem situations.Finally,a high school teaching case was selected using the case study method to design a strategy for creating problem situations in high school mathematics according to the MPCK perspective,and then practised in the internship school to analyse and reflect on the results based on the implementation.It can provide some reference for improving the teaching quality of creating problem situation,cultivating students’ mathematics core accomplishment and improving teachers’ MPCK.