A Study On The PCK And It’s Impact On Classroom Questioning Between Experienced And Novice Mathematics Teachers In Junior Middle School

The teacher’s Pedagogical Content Knowledge,that is,the PCK has become a measure of the professional level of teachers,while classroom questioning is the main form of interaction in mathematics teaching.Whether teachers can carry out high-quality questions and guide students to solve the problem is very important.But there are still many problems with the current teacher’s questioning.Therefore,this paper attempts to explore the impact of junior middle school mathematics teachers’ PCK on classroom questioning through classroom questioning,and provide corresponding suggestions for the development of teachers.This paper first obtains the status of PCK of junior middle school math teachers and novice teachers through questionnaire,and then analyzes the situation of PCK composition and the impletation of the classroom question by interview,classroom observation and questionnaire.Summed up the two kinds of effects of PCK on the teachers’ classroom questioning.The main problems of the study are: what are the current situation of the PCK of experienced teachers and novice teachers,what are the effects of PCK on the question design,implementation of questioning and questioning effect.The survey’ result shows that experienced teachers get higher scores than the novice teachers in all components of PCK,and it makes a big difference in the teaching target knowledge,mathematical content knowledge,the understanding of students’ knowledge,knowledge of teaching strategies,content organization knowledge.The degree of the effect feedback knowledge is moderate,which means that it needs to be strengthened.Especially,the novice teachers should strengthen the knowledge of all aspects.The study found that:only a new teacher designs the questions before the class,we can know that when the teacher is not rich in the target knowledge 、content organization knowledge and the understanding of student’knowledge,she will be less motivative 、 less reasonable in order and less reaveal the students’ problems intheir designing questions before the class;In the implementation of questioning,the richer PCK of the experienced teachers,the more clear they analyse the questions、the quicker they find the students’ easy points and error points,the more clear in the questioning order,and the more ways they will find to inspire the students through the problem string;The results show that the PCK of the experienced teachers is more abundant,the students’ enthusiasm to participate in the problem is higher,the answers are more accurate,and the problems are more profound.It is also found that the 2novice teachers in the open class of the questions reflected by the PCK is richer,the effect is better.Finally,according to the results of case study and interview,some suggestions are put forward for the development of PCK in junior middle school mathematics teachers: pay attention to the development of the teachers’ pck;pay attention to the design of pre-class questions;teachers should regard each daily class as an open class.