A Study On Problem-solving Pedagogical Content Knowledge Development Of High School Mathematics Teachers

This study mainly focuses on the following five interlocking issues:(1)What is the content of mathematics teachers' problem-solving pedagogical content knowledge?(2)What is the basic state of t problem-solving pedagogical content knowledge for the current high school mathematics teacher?(3)What is the actual development method for high school mathematics teachers to develop problem-solving pedagogical content knowledge? What are the main factors that affect its development? How does it affect?(4)What is the internal development mechanism of high school mathematics teachers' problem-solving pedagogical content knowledge?(5)How to better develop problem-solving pedagogical content knowledge for high school mathematics teachers?Through the literature research,the definition of mathematics teacher problem-solving knowledge is defined.Based on this,combined with relevant research and recommendations of relevant experts and first-line teachers,after analysis and comparative argumentation,the connotation of mathematics problem-solving pedagogical content knowledge concept is obtained: To solve the problem,we should study the general regular knowledge,the selection and adaptation of the exercises,the teaching of problem representation,the teaching of problem migration,the problem-solving pedagogical content knowledge solving strategies,and the problem-solving pedagogical content knowledge ability training.This will be the basis for the study of this article.Through interviews,he has done some exploratory investigation work and obtained the status quo of high school mathematics teachers' problem-solving pedagogical content knowledge,which was further improved by integrating current situation interviews.Observe the teacher's problem-solving teaching through the classroom,and study the problem-solving teaching knowledge possessed by the teacher through the external problem-solving teaching behavior.Using the research methods of novices and experts can further extract the influencing factors of high school mathematics teachers' problem-solving teaching knowledge development:(1)The teacher's problem-solving education view.(2)Teacher's effective teaching experience(3)Teacher's existing problem-solving knowledge.This paper analyzes and constructs the internal mechanism of the development of high school mathematics teachers' problem-solving teaching knowledge.Finally,the corresponding development strategies were proposed for the individual development of teachers and the learning community.