Junior High School Mathematics Teachers In Ethnic Minority Areas From The Perspective Of MPCK A Case Study On The Status Quo Of Teaching Reflection Level

Teachers’ effective reflection on teaching is an important way to evaluate teaching and improve the quality of education.With the advancement of the professionalization of teachers,the characteristics of the subjects are obvious,and the specialties are full-time.Teachers of different subjects will inevitably reflect different teaching characteristics and reflective styles.This research combines the characteristics of mathematics disciplines,focuses on the reflections of junior middle school mathematics teachers in minority areas on the teaching knowledge of mathematics,and specifically investigates teachers’ reflections on the mathematics teaching process,which is different from the teaching reflections of teachers of other subjects.Because teacher teaching reflection has the characteristics of contextuality,implicitness,and process,it is a very personal behavior,and the reflection style is clearly distinguished.Therefore,a representative ethnic middle school is selected,with novice teachers and experienced teachers.As the research object,the teacher investigates his reflection on the teaching knowledge of mathematics subject(MPCK),and conducts qualitative analysis and comparative research on the survey results,aiming to summarize the teaching reflection methods of the novice junior high school mathematics teacher and the proficient junior high school mathematics teacher And ways to promote the improvement of the teaching reflection level of middle school mathematics teachers.This research adopts the case method,mainly interviews,comprehensively uses literature method,observation method,text analysis and other research methods,and takes the teacher’s teaching reflection on the teaching knowledge of mathematics as the theme.It is a novice teacher Q teacher of H Tibetan middle school.Investigate and research with skilled teachers A and S,and establish an evaluation index system for the teaching reflection level of mathematics teachers in ethnic middle schools.According to the survey results,the teachers’ reflections on mathematics subject knowledge(MK)and general teaching methods(PK)Four aspects of reflection,reflection on student knowledge(CK),and reflection on educational technology knowledge(PK),analyze the reflection levels of Q teachers,A teachers,and S teachers in the four dimensions of mathematics teaching knowledge(MPCK),It also compares the content,ways,and factors that affect the reflection of teachers Q,Teacher A,and Teacher S.The research found that: First of all,both novice and skilled teachers have a sense of reflection,but they lack a reflection mechanism.In terms of learning and teaching mathematics professional knowledge,Q teachers have a solid professional foundation,and A and S teachers have profound teaching experience and accumulation.Novice teachers focus on the handling of student relationships and problems,while proficient teachers pay more attention to the study of educational and teaching concepts and problems.Young teachers pay more attention to the application of educational technology than older teachers;secondly,teachers’ reflections have a wider scope,but the details need to be deepened.The reflections of the two teachers did not have a clear framework and ideas.They were mainly problem-oriented to conduct random reflections;again,the reflection process focused on discovering problems,but lacked solutions.Due to the lack of experience and theory,teachers can accurately grasp the appearance of the problem in the process of reflection,but it is difficult to solve the problem.Finally,teachers have various reflection methods,but they have not been able to form their own reflection system.Abundant teaching and research activities and unobstructed communication channels provide teachers with a variety of ways to reflect,but teachers take less consideration in considering the pros and cons of various reflective approaches,comparing the degree of conformity between reflective approaches and their own teaching characteristics,and fail to reflect themselves.Teaching reflection system.On the basis of research,integrate theory and practice,and put forward suggestions for teachers to conduct effective reflection: teachers as the main body,strengthen theoretical learning,and lay a solid foundation for reflection;master the methodology and find methods for reflection;as the main body of the school,support by the school field,Provide a guarantee for reflection.