Case Study On Practice—based Knowledge And Competency Of Novice Mathematics Teacher In Senior High School

Novice teachers are in the special period for the blend of theoretical knowledge and teaching practice and their professional development.How to help them quickly adapt to teaching and grow into qualified teachers is a question worth considering.Practice-based Knowledge and Competency is a mathematics education theory with Chinese characteristics,which extracted by professor Ling-yuan Gu through longly rooting and scientific researching in educational practice.As Practice-based Knowledge and Competency is formed by the four elements,analysis of learning situation,task designing,evaluation in process and improvement in teaching,and their multi-dimensional interaction,so its current situation of mathematics teacher can be understood from these four elements.This study selects Q,a novice teacher as subject,who teaches in a key high school.at provincial level in Suzhou.The Q's Practice-based Knowledge and Competency is analyzed through classroom teaching tracking more than three months.In this paper,four cases and their analysis are presented:"evaluation of monthly test paper of'function'","existence theorem of zero point","periodicity of trigonometric function" and "subtractive operation of vector and its geometric meaning".Through case analysis,the characteristics of novice teacher Q in the four structural components of Practice-based Knowledge and Competency are cleared:(1)In the process of learning situation analysis,Q have an accurate understanding of the mathematical knowledge and skills prepared by students and so can make some assumptions on knowledge easy for students and possible cognitive difficulties.She can also apply them in teaching design.However her understanding of students'learning differences just come from a single source and is not comprehensive.(2)In the process of task designing,teacher Q can promote cognition of students through the connection and difference between the old and new knowledge.She can flexibly use the variation to carry out operational exercises.However,the teaching strategy and method are relatively unitary.(3)Q can use a variety of methods to carry out evaluation in process and give timely feedback to the evaluation results in class.But she has a shallow understanding of students' learning and lacks dynamic generation in the teaching process.(4)Q's competence of improvement in teaching is the weakest,lacking not only theoretical support and meaningful thinking but also clear direction to improve.Thus it is clear that Q's current situation of Practice-based Knowledge and Competency is unbalanced,and the four elements are not closely related.Therefore,the application of process evaluation method and the cultivation of the concept and method of improvement in teaching should be strengthened to improve the level of the novice teacher's Practice-based Knowledge and Competency.From the conclusion of study,the researcher suggests on the development of novice teachers' Practice-based Knowledge and Competency.They should pay attention to teaching practice in the pre service stage to establish a thorough grounding for professional growth.When entering the post,they should attach importance to the teachers' professional growth mode of Mentoring to learn from excellent teachers.At the same time,they should take the teacher training seriously to attain wide development in theory and practice.