The Investigation And Research Of PCK In Function Of High School Mathematics Teachers

Pedagogical Content Knowledge(PCK)is a special integration of teachers’ personal teaching experience,teachers’ content knowledge and pedagogical knowledge.It can help teachers restructure their content knowledge,and choose the right and appropriate form to carry out classroom teaching activities.It provides a standard to distinguish high effective teachers from low effective teachers.In the process of teachers’ professional development,their PCK is also improved.This research combs the research status of PCK and function teaching theory and practice at home and abroad,and compiles the questionnaire and interview outline of the status quo and source of high school mathematics teachers’ function PCK,investigates 129 mathematics teachers in six high schools,and then analyzes the status quo and source of high school mathematics teachers’ function PCK based on the results of questionnaire and interview.Finally,it puts forward some suggestions to promote teachers’ PCK.The innovation of this paper lies in: Based on Ning Lianhua’s research on the components of PCK,this paper sets up corresponding test questions for different dimensions,so that the research analysis is more detailed and the research results are more accurate.Based on the analysis of the status quo of teachers’ function PCK,the following five conclusions are drawn:(1)the overall level of teacher function PCK is ideal,but there are obvious differences among various knowledge dimensions;(2)teachers have good reserves of mathematical content knowledge of function,but individual teachers have problems such as calculation errors and confusion of concepts;(3)in terms of pedagogical knowledge,teachers have a good grasp of course knowledge,but there are some deficiencies in the division of academic quality;(4)in the mathematics knowledge about function,teachers have a better understanding of students’ cognitive characteristics,but need to be strengthened in how to solve students’ common mistakes;(5)teachers’ technological knowledge about function is general,most of them have not received professional training,but their willingness to learn is very strong.Based on the analysis of the source of PCK and its influence degree,the following conclusions are drawn: the most effective sources to improve the overall level of teachers’ PCK are teaching observation and research activities,and the source of PCK of high school mathematics teachers has the characteristics of diversity and difference.Among them,the diversification is reflected in the fact that 15 sources have a certain impact on the teacher accumulation function PCK.The difference is reflected in the influence of various knowledge sources on the overall level of teachers’ PCK,and teachers of different teaching years have different choices of various knowledge sources.Based on the above analysis of the status quo and source of PCK,three suggestions are put forward for the cultivation of normal students,the accumulation of teachers’ personal experience,and the reform of teachers’ training:(1)optimize the training program of normal students and consolidate the pre-service teachers’ knowledge reserve;(2)combine personal reflection with collective teaching and research to promote the efficiency of classroom teaching;(3)promote the reform of in-service teachers’ training system and improve the quality of in-service teachers Training quality.