| The 19 th national congress of the communist party of China(CPC)put forward the idea of "strengthening education" and promoting the balanced development of high-quality education.From the perspective of knowledge theory,teacher PCK is the embodiment of teacher's teaching ability.With constructivism more and more recognized by modern teaching,PCK gradually turns to PCKg based on constructivism and becomes the research focus of teacher professional development.The development of high-quality teachers requires us to deeply study PCKg.This study takes W primary school in N city as a case study.Based on the knowledge component of PCKg,through classroom observation and interview of mathematics teachers,this study explores the content structure of PCKg of W primary school mathematics teachers,explores the main influencing factors of PCKg of W primary school mathematics teachers,reveals the generation path of PCKg generated by primary school mathematics teachers,and puts forward Suggestions.Through mining the PCKg of W primary school mathematics teacher and through comprehensive analysis,it is concluded that the content structure of W primary school mathematics teacher PCKg generally includes four aspects:mathematics subject cognition,classroom teaching cognition,student cognition,and mathematics situation cognition.Mathematics subject cognition includes mathematics function cognition and mathematics characteristic cognition.The function of mathematics includes the generation of students' thinking,the guidance of students' practice,and the foundation of future knowledge.The characteristics of mathematics include four characteristics of life,insidious,inquisitive and rule-based.The cognition of classroom teaching mainly includes the cognition of professional quality of mathematics,the cognition of mathematics teaching content and the cognition of mathematics teaching method.The cognition of professional quality in mathematics includes teachers' experience and teachers' cognition of self-deficiency and superiority.The cognition of mathematics teaching content includes teachers' flexible integration of teaching content and their choice of teaching content.The cognition of mathematics teaching method includes the teacher's preparation before class,the guidance of classroom teaching,the reflection and evaluation after class.Students' cognition mainly includes cognition of learning situation and cognition of acquisition way.The cognition of learning situation includes students' experience cognition,students' confusion cognition,students' feedback cognition and students' evaluation cognition.The ways for teachers to acquire students' cognition include teaching process,teaching results and experience accumulation,that is,students' classroom performance,test practice and rich teaching experience.The cognition of mathematical situation mainly includes the cognition of the use of mathematical situation,the cognition of the choice of mathematical situation and the cognition of the function of mathematical situation.Based on the analysis of the influencing factors of PCKg in W primary school mathematics teachers,it is found that the influencing factors of PCKg generation include teachers' curriculum history,teaching philosophy,after-class reflection,teacher-student relationship,and life consciousness.According to the influencing factors,it is concluded that PCKg generation path includes teaching practice,school support,self-improvement,and subject-group cooperation.Finally,on the basis of this research,we put forward relevant Suggestions: at the individual level of mathematics teachers,teachers should take every mathematics teaching seriously,move towards research-oriented mathematics teaching,pay attention to situational mathematics teaching,and view mathematics teaching from a developmental perspective.In terms of learning management,the school pays attention to the personal development of mathematics teachers,constructs a good mathematics group culture,and reduces the burden on teachers. |
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