A Case Study On MPCK Characteristics Of Novice Junior Middle School Mathematics Teachers

With the proposal of the "Strong Teacher Plan",China has accelerated the process of the construction of basic education teachers,aiming at improving the ability and quality of front-line teachers,promoting the balanced development of high-quality teachers and cultivating high-quality professional and innovative teachers.Mathematics subject Pedagogical knowledge(MPCK)is considered as the core of mathematics teacher specialization and an important watershed between novice teachers and expert teachers.Therefore,it is of great significance to study the current situation and characteristics of MPCK of novice junior middle school mathematics teachers and propose relevant strategies to promote the development of MPCK for boosting the professional development of mathematics teachers,improving the level of mathematics teachers and building a team of high-quality mathematics teachers.This study selected 6 novice junior middle school mathematics teachers from three schools in Lanzhou as the research objects,and mainly solved the following three questions through literature research,case analysis,classroom observation and interview methods:(1)What is the current situation of MPCK for novice junior middle school mathematics teachers?(2)What are the characteristics of MPCK of novice junior high school mathematics teachers?(3)What strategies can be provided for novice junior middle school mathematics teachers to develop MPCK?According to the existing studies,an analytical framework of MPCK characteristics of novice teachers was constructed,including four dimensions and twelve observation points.Based on this,the MPCK status of novice teachers is analyzed by combining actual classroom observation and interview.The results show that the MPCK of novice junior middle school mathematics teachers has the following status:(1)The overall level of novice teachers(MPCK)is not high,and the development of all dimensions is uneven;(2)Novice teachers’ mathematical subject knowledge(MK)is incomplete and discontinuous,and lack a holistic view of mathematics;(3)Novice teachers’ teaching method knowledge(PK)is single,general,mechanized,lack of teaching wit;(4)Novice teachers are not rich in the knowledge of mathematical learning objects(CK)and lack of understanding of students.Based on the analysis of the current situation,the MPCK of novice junior middle school mathematics teachers has the following characteristics:(1)the teacher can study the curriculum standard but the study is not deep enough;(2)The teacher can grasp the teaching content but the understanding is not accurate enough;(3)Teachers can pay attention to knowledge and skills but ignore thought methods;(4)Teachers can highlight the teaching focus but have a single teaching strategy;(5)Teachers can evaluate students in time,but the evaluation effect is not high;(6)Teachers can pay attention to students’ learning situation but do not know enough about students.Based on the above research conclusions,this study puts forward several strategies for novice junior middle school mathematics teachers to develop MPCK:(1)Systematically study curriculum standards and accurately grasp the positioning requirements of teaching content;(2)Multi-interpretation of textbook content,truly understand the essence of teaching content;(3)To deeply explore mathematical thoughts and effectively infiltrate thought methods into classroom teaching;(4)Flexible selection of teaching methods and comprehensive consideration of the elements and characteristics of teaching methods;(5)Proficient in classroom evaluation theory and reasonable use of classroom evaluation methods;(6)Fully understand the students’ learning situation,firmly establish the student-oriented teaching concept.