MPCK And High School Mathematics Teaching Design

According to certain senior high school Grade two class 13,this research uses case study and interview to make research about the preliminary teacher’s MPCK and teaching design and what an example to 《Simple linear programming》.According to the purpose of research,it makes some research questions:(1) What’s the MPCK in each stage?And what is the change of MPCK in different stages?(2) How to make the teaching design and how to change?By this research,we get the following conclusion:(1) Preliminary teacher’s MPCK has changed by three stages’ development,but it still has some problem.The Preliminary teacher’s subject knowledge don’t change,but it is not still perfect.Because of lacking the whole senior knowledge hierarchy,it still has shortcomings for relevant knowledge;Students knowledge and curriculum knowledge are more comprehensive and error-prone point exist some shortcomings because of uncomprehending students’ knowledge;There are some beg the question on teaching material content’s arrangement.Due to the teaching material content dig deeg not enough and the connection between the knowledge not familiar with;Teaching strategy knowledge from teachers center into the students center after observing then experiential teacher’classes,it makes the classroom teaching of rhythm be compacter than before;Education belief from the attention of the knowledge and skills to pay attention to the connection between the knowledge and thinking method.(2) Preliminary teacher’s teaching designs have changed by three stages,but it has yet to achieve the expected teaching goals. Preliminary teacher’s analysis of the curriculum standard,teaching means、brief summary and blackboard writing design have not changed and are relative perfect.But for the analysis of the teaching material is more in-depth and comprehensive;For the teaching goals,the heavy difficulties action verbs describe are more specific and intuitive;For the analysis of the students are more comprehensive、accurate and complete;The choice of teaching method is also from mainly taught to give priority to with cooperation between teachers and students,and take the students as the center;Teaching into closer to teaching content and the arrangement of the math problem;Teaching evaluation qpproach also have changed from the original single type to multiple type now,bu focusing only on the original detected after class now increases the answer of classroom questioning;Reflection after class is more specific.On the basis of this conclusion,put forward the following suggestions:(1)Preliminary teachers should correctly understand and grasp the subject knowledge.(2)Preliminary teachers should pay close attention to students’ learning difficulties and error-prone point.(3)Preliminary teachers should often view experienced teacher’s classroom.(4) Preliminary teachers need guiding and leading of experienced teachers.