A Case Study On Teaching Reflection Of High School Mathematics Teachers Based On MPCK

With the continuous development of teacher specialization,teaching reflection as an important way of teacher professional development has attracted more and more attention.However,in the process of teaching reflection,teachers are generally faced with such problems as disordered content and structure of reflection and poor reflection effect,A perfect and practical theoretical framework is needed to guide teachers' teaching reflection.In this context,this paper aims to study the teaching reflection of high school mathematics teachers based on MPCK theory.The theoretical system of teaching reflection is enriched while solving the existing problems of teaching reflection.To this end,through literature research and the record and interview of the reflective process of the research object.To understand the current teaching reflection of high school mathematics teachers;Action research and interview were used.Based on the teaching reflection framework of MPCK theory,a one-semester case study was conducted on two teachers with different teaching ages in a senior high school.During this semester,four studies were carried out in a one-month research cycle.Through the teaching reflection of a certain class submitted by each research object,the changes and growth of the research object in this research cycle were analyzed in combination with interviews.Finally,the research conclusion is drawn by sorting out the interview records,coding statistics and analyzing the results of the test paper:(1)The teaching reflection of high school mathematics teachers based on MPCK helps teachers pay more attention to the internal logic of mathematics knowledge in the context of the new curriculum reform;(2)The teaching reflection of high school mathematics teachers based on MPCK can help teachers pay more attention to the growth and development of students.(3)High school mathematics teachers' teaching reflection based on MPCK is helpful to improve teachers' teaching reflection ability.Based on the research conclusion,the following Suggestions are put forward :(1)The teaching reflection ability of teachers is improved through the comprehensiveness of reflection;(2)The conduct of teaching reflection should pay special attention to students' learning and promote student-centered teaching;(3)In the process of teaching reflection,we should pay attention to the logic system ofknowledge itself.