The Research On PCK Present Situation And Development Strategies Of Rural Primary Mathematics Teachers

Pedagogical Content Knowledge (PCK) is a special integration of teacher's knowledge of subject and pedagogical knowledge to promote students' understanding. It is the core of teacher's professional knowledge base and an effective way to promote professional development of teachers. In recent years, although the research results of combing PCK with mathematics is relatively abundant, but less concentrated in primary school, the angle of view and attention towards rural area is low.Therefore, this paper adopts the empirical study of the combination of qualitative and quantitative to investigate the current situation of PCK teachers in rural primary schools, and finds out the corresponding strategies to promote the development of rural primary school mathematics teacher PCK.This paper first uses the literature method to sort out the research direction of PCK, defines the connotation and constituent elements of PCK, including knowledge of teaching objectives, knowledge of students,knowledge of teaching methods, knowledge of teaching strategies and methods, and knowledge of evaluating , Designed the rural primary school mathematics teacher PCK questionnaire.Secondly, the questionnaire survey was conducted on 316 teachers in Wenzhou area, and the data were processed by SPSS20.0: (1) The PCK of rural primary school teachers was in the middle level, the knowledge of teaching goals is the worst, and the knowledge of evaluation was grasped;There are many problems exist in PCK aspects: the teacher's knowledge of the teaching objectives is relatively lacking; the teacher's understanding of the law of students' development is poor; teachers on the students of the wrong concept of convergence and reflection ability is weak; teachers do not understand the content of the curriculum; teachers teaching strategies and methods is difficult to innovate; teachers on the evaluation of students in a single way. (2) Different types of rural primary school mathematics teacher PCK were analyzed, the results show that :?The difference of PCK between the teachers with different degrees is significant, especially the college and graduate students; The difference between the undergraduate and postgraduate teachers' PCK level is different from that of other teachers.?There are significant differences in the level of PCK between the teachers of different grades, especially the third levels and the higher level; The difference between the second levels of PCK and the other teachers is not significant, especially the secondary and higherr level is the most significant; Others are not significantly; ?There were significant differences in PCK level between 0 and 5 years and other teachers, especially 0-5 years and 15 years, and others were not significant.Finally, this paper interviewed four teachers by interview, found that:pre-professional professional learning, Post-training and their own after the reflection of teachers is an important reason for the existence of PCK.According to the above survey results, this paper puts forward four strategies to promote the PCK of rural primary school mathematics teachers: teachers should constantly improve their learning ability and self-reflection ability; The school should organize rich and colorful professional activities to promote the professional communication of teachers. The establishment of suitable for rural teachers after-service training system to promote the professional development of teachers; in pre-service education stage, colleges and universities to optimize the training program to promote the accumulation of professional knowledge of teachers.