MPCK And Classroom Teaching Quality Of Junior Middle School Mathematics Teachers In Minority Areas Impact On Student Achievement

Educational research in ethnic minority areas has always been a hot field of research.With the continuous advancement of the national compulsory education reform,we should not only pay attention to the mastery of mathematics teaching knowledge by teachers in ethnic minority areas,but also evaluate the quality of classroom teaching.The most important thing is to pay attention to the learning of students in ethnic minority areas.The new curriculum reform has also made a new evaluation standard for the professional development of teachers.Researchers all believe that teacher MPCK is the key way to effectively evaluate and improve the professional level of teachers.Therefore,it is necessary to study the influence of teachers’ MPCK and classroom teaching quality on students’ math performance in ethnic minority areas,which also enriches the study of teachers’ knowledge in ethnic minority areas to a certain extent and provides certain guidance for the cultivation and development of teachers in ethnic minority areas.This study translated and revised the MPCK and classroom teaching quality questionnaire for junior middle school mathematics teachers in ethnic minority areas,providing some ideas for the development and use of PCK and teaching quality assessment tools for different fields,different students and different objects.Therefore,this study focuses on junior middle school math teachers and students in minority areas.Through the measurement and analysis of teachers’ MPCK and classroom teaching quality in minority areas,the following issues are discussed: the current situation of junior middle school math teachers in minority areas and the influencing factors of teachers’ characteristics,as well as the influence of teachers’ MPCK development level on students’ math performance;The present situation of classroom teaching quality of junior middle school mathematics teachers in minority areas and its influence on students’achievement;Whether teacher MPCK in ethnic minority areas takes classroom teaching quality as a mediating variable to influence students’performance.First to PCK,MPCK and class with the method of literature analysis and relevant research on classification of classroom teaching quality,choose TEDS-m MPCK assessment tools and German teacher in the study of classroom teaching quality evaluation tools,the revised translation teachers formed the national regions MPCK test questionnaire and teachers’ classroom teaching quality measurement in ethnic minority areas,54 teachers and 1637 students in ethnic areas of Datong County,Qinghai Province were distributed and collected by questionnaire survey method,and the results of students were collected online at the later stage.Then,with the method of statistical analysis using item response theory to analyze teacher MPCK questionnaire,concluded the MPCK status in national regions,for the current situation of teachers’ classroom teaching quality and the present situation of the students in math study,the corresponding data using SPSS25.0 statistical software for descriptive statistics analysis,independent sample T test,single factor analysis of variance,AMOS26.0software was used for confirmatory factor analysis,and HLM6.0 software was used to establish a multi-level linear model of data for multi-level analysis.Through the analysis,the following conclusions are drawn:1)Junior middle school students in ethnic minority areas are at a poor level in math,and the math scores of district and county students are significantly higher than those of township students.2)The overall development level of MPCK of teachers in ethnic minority areas is at the middle level,the knowledge of mathematics curriculum and teaching plan of teachers is above the middle level,and the knowledge of mathematics teaching implementation of teachers is below the middle level.Teachers’ MPCK is significantly related to students’ achievement.Specifically,math teachers’ knowledge of math curriculum and math teaching plan is significantly more relevant to students’ achievement than math teaching implementation knowledge.3)There is a significant difference between teachers’ teaching years and their MPCK development level.Generally speaking,the longer the teachers’ teaching years,the higher their MPCK development level.4)The interaction between teachers’ MPCK and teachers’ classroom teaching quality is significant,indicating that teachers’ MPCK in ethnic minority areas significantly affects teachers’ classroom teaching quality and thus has an impact on students’ performance.Specifically,Teachers’ mathematics curriculum knowledge and mathematics teaching plan knowledge significantly affect teachers’ cognitive activation level in the classroom,teachers’ mathematics teaching implementation knowledge significantly affects teachers’ classroom management level and students’ support level,and thus significantly affects students’ mathematics achievement.Based on the above research conclusions,this study puts forward some suggestions,mainly as follows: according to the cultural and regional characteristics of ethnic minority areas,establish priority development objects and priority development areas in ethnic minority areas;To stimulate learning motivation from the inside of teachers,normal schools from the aspects of training and practice of normal university students from the outside to establish a perfect teaching skills training model for normal university students,providing a platform for teaching practice,post-service teacher schools to generate a model for teacher professional development,providing a platform for teachers to strengthen teaching;To improve the overall level of teachers in ethnic minority areas by implementing talent training,talent placement and talent introduction to enhance the overall educational background of teachers;Adhere to the "student-oriented" classroom teaching from the aspects of classroom feedback,teacher-student communication and personalized development of students;Enhance teachers’ inter-school and inter-regional exchange and reference,and improve the overall level of education in ethnic minority areas from such aspects as reference exchange and popularization of information.