| Since the concept of Pedagogical Content Knowledge(PCK)was put forward by an American expert in teaching research named Shulman,Pedagogical Content Knowledge has aroused widespread concern and contention in the field of mathematics education.Different contents of specific disciplines lead to different methods of integration and organization.Therefore,the discussion of PCK is inseparable from specific themes and disciplines,and Mathematics Pedagogical Content Knowledge(MPCK)related research on mathematics is particularly important.In addition,there are few studies on the overall influencing factors of MPCK.Therefore,there is a lot of space to study the influencial factors of e service mathematics teachers' MPCK.A considerable number of mathematics teachers are trained for the society in normal universities every year,but there is still a certain distance between their knowledge and skills and the specialization needed in reality.For example,MPCK still needs to be improved and developed.It is also of great significance to explore the law of teachers' professional development,improve the mode of teachers' education and management,and promote the process of teachers' specialization.Taking normal students majoring in mathematics and applied mathematics and graduate students majoring in curriculum and teaching theory and subject teaching(Mathematics)in Guangxi Normal University as research samples,through questionnaire survey and case interview,with SPSS and AMOS,this paper first discusses the MPCK of pre-service mathematics teachers in daily training,and understands the overall level of MPCK of pre-service mathematics teachers,as well as the differences in gender,grade,origin and internship,so as to suit the remedy to the case and improve the MPCK development of pre-service mathematics teachers.Next,on the basis of empirical research,this paper explores the mechanism and effect of MPCK influencing factors of pre-service mathematics teachers from macro,meso and micro perspectives,so as to further enrich the theoretical system of pre-service mathematics teachers' professional development and provide ideas for the construction of teacher education quality assurance system.Finally,The conclusion is as follows:(1)In the current situation of MPCK: in the daily training of pre-service mathematics teachers,MPCK includes Mathematics Knowledge,Content Knowledge,Pedagogical Knowledge and Technology Knowledge.The overall level of MPCK of pre-service mathematics teachers is great with low standard deviation.In the four dimensions,the level from high to low is Technology Knowledge,Pedagogical Knowledge,Mathematics Knowledge and Content Knowledge.(2)In the aspect of difference analysis: there is no significant difference in gender and student origin of pre-service mathematics teachers' MPCK.From the average point of view,the overall MPCK of boys is slightly better than that of girls,and the performance of rural and urban groups is almost the same.There are significant differences in MPCK and each dimension level of pre-service mathematics teachers in grade.There are significant differences in teaching practice of technology knowledge.(3)In the aspect of influencing mechanism,the internal influencing factors include three dimensions: personal motivation,self-efficacy and learning readiness,while the external influencing factors include four dimensions: organizational culture,personnel relationship,professional training and policy system;The internal and external factors have direct influence on MPCK,and the external factors have both direct and indirect influence on MPCK.According to the research results,the following suggestions are put forward:(1)pay attention to the internal influence of personal motivation,self-efficacy and learning readiness;(2)Strengthen the external influence of organizational culture,professional training and personnel relations;(3)Pay attention to the influence of policy system on MPCK of pre-service mathematics teachers. |
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