| In the current focused on talent training focus from "pay attention to student’s result" to "overall education,comprehensive education" the critical moment,in January2018,the central committee of the communist party of the State Council issued "about comprehensive opinions to deepening reform of the new age teachers team construction,puts forward teachers have decided the professional development of teachers’ professional knowledge,And some studies have pointed out that mathematics teaching knowledge(hereinafter referred to as "MPCK")is the core standard to measure a mathematics teacher’s professional knowledge.Therefore,a teacher of the MPCK and mathematics teacher’s individual professional development and the quality of mathematics education has a very high level development closely linked,novice and expert research by comparing the high school mathematics teacher MPCK factors and development path,pointed out that the development of new type high school mathematics teacher MPCK strategy,to promote the professional development of the high school math teacher,Raise the standards of the teaching staff.This study selected 6 senior high school mathematics teachers in lanzhou as the research object,constructed the theoretical framework by referring to relevant literature,and solved the following three questions by case study method,literature analysis method,classroom observation method and interview method :(1)what are the differences in MPCK components between novice and expert high school mathematics teachers?(2)What is the difference in MPCK development path between novice and expert math teachers in high school?(3)What are the implications for novice math teachers in high school to develop their own MPCK?By comparing and analyzing the components of MPCK of novice and expert mathematics teachers in senior high schools,this study draws the following conclusions:(1)knowledge of mathematics teaching purpose: novice mathematics teachers’ knowledge of mathematics teaching purpose is scattered,specific and one-sided from the micro and surface perspective.The expert mathematics teacher’s mathematics teaching objective knowledge mostly starts from the macroscopic and deep Angle,is more systematic abstract and comprehensive;(2)Knowledge of mathematics curriculum content: novice mathematics teachers mostly grasp the resulting knowledge in the curriculum content from their own perspective,which is often large and empty and not enough to grasp details;Expert mathematics teachers mostly grasp the process knowledge in the course content from the perspective of students,which is usually small,meticulous and profound.(3)Knowledge of mathematics content organization:both novice and expert mathematics teachers adopt the general direction of "reviewing old knowledge--situation creation--new lesson teaching--practice consolidation--summary" in the content organization,but there are differences in the treatment of details.Novice mathematics teachers creatively integrate information technology and curriculum content to add new blood to mathematics classroom,but there are still some problems in link connection and detail processing.Expert mathematics teachers are slightly less innovative,but they tend to be more logical and close in links,and more appropriate in details.(4)Teachers’ understanding of students’ knowledge: in the face of students’ differences,novice math teachers focus on the majority of students’ mastery of knowledge,and there are still problems in the grasp of key and difficult points and learning situations;Expert mathematics teachers grasp the learning situation of all students by adopting hierarchical teaching strategy,and grasp the key and difficult points more accurately;(5)the knowledge of mathematics teaching evaluation,novice and expert mathematics teachers adopt the way of feedback type is rich,forms the feedback,the content and theme feedback three ways are involved,but the total feedback total number of expert mathematics teachers are significantly higher than novice mathematics teachers’ total number,feedback and the main difference is that the theme of the two factors of feedback.Novice math teachers use content feedback most,followed by theme feedback,and finally form feedback.Expert mathematics teachers use thematic feedback most,followed by content feedback,and finally form feedback.(6)Knowledge of mathematics teaching strategies: the teaching strategies adopted by novice mathematics teachers are often relatively simple,and mainly include "lecture" and "induction" and other teaching strategies;The teaching strategies adopted by expert mathematics teachers are more diversified,including "inspiration and guidance","exploration and discovery","cooperative learning","induction","analogy" and so on.Through comparative analysis of the development path of novice and expert math teacher MPCK in high school,this study finds that: Firstly,the main development path of novice and expert math teachers’ MPCK is the on-the-job experience of "teachers",but novice math teachers think that they can effectively improve their MPCK by listening to old teachers’ classes,communicating with colleagues and participating in mathematics teaching and research activities organized by the school.Expert mathematics teachers think that the process of their own experience,study and active reflection has the greatest influence on their MPCK development.Secondly,"pre-service training experience" is the secondary path to MPCK development.Pre-service "educational practice" has the greatest impact on MPCK development,while pre-service "new teacher induction training" has less impact on MPCK development,because most of such training is comprehensive teacher training.Finally,"school learning experience" has a certain impact on novice and expert teachers’ MPCK,among which "primary and secondary school learning experience" and "mathematics teachers encountered in primary and secondary schools" have a relatively large impact on the two,and "primary and secondary school teaching experience" has a small impact on the development of teacher MPCK.Based on the above conclusions,this paper puts forward the strategies of developing MPCK for senior high school novice math teachers :(1)lifelong learning,improving professional knowledge and enhancing professional confidence;(2)Practice teaching,adhere to the original intention of education,take on the mission of educating people;(3)After class reflection,find teaching problems,improve the teaching realm;(4)Start writing,summarize teaching experience,improve teaching and research level. |
