The Research Of High School Mathematics Concept Teaching From The Perspective Of PCK

The revitalization of the nation and the development of education need to vigorously cultivate and cultivate a high-quality professional teacher team with noble professional ethics,exquisite professional skills,and reasonable structure.As the most important part of teachers’ professional knowledge,the level of PCK of teachers is the key to affecting teachers’ teaching.As far as mathematics is concerned,the PCK theory is mainly composed of four subsystems: the guiding concept of high school mathematics teaching in the context of core literacy,subject content knowledge,general teaching method knowledge,and situational knowledge.This study starts from the concept teaching of plane vectors,and analyzes the PCK of high school mathematics teachers.Through the application of PCK theory in mathematics concept courses,this article discusses how teachers can present their original mathematical knowledge in their own unique form to students,and select the most appropriate teaching methods and strategies based on the situation of students.Firstly,it summarizes the research status of PCK theory at home and abroad,summarizes the connotation and structure of PCK theory,and combines the analysis of mathematical concept teaching to finally determine the subject teaching knowledge framework in mathematical concept teaching.Secondly,taking the concept of plane vector as an example,a test paper is prepared to investigate students’ understanding of plane vector concepts,and an interview outline is designed based on the PCK theoretical framework to understand how teachers use PCK theory to guide the teaching of plane vector concepts.Finally,based on the analysis of the interview and test results from the four elements of PCK,the following research conclusions are drawn: Teachers’ PCK theory should be applied throughout all aspects of planar vector concept teaching,in order to achieve significant teaching results,and the four elements of PCK theory should complement each other in the teaching process.If a teacher lacks a certain element in the process of teaching mathematical concepts,it will lead to difficulties for students in understanding concepts,which will affect subsequent learning.In order to further explore the application of PCK in the teaching of mathematical concepts in senior high schools,this study selected six typical "concepts of plane vectors" teaching designs and analyzed them from the four dimensions of PCK.Using a combination of six instructional designs and teacher interviews,this paper analyzes the factors that affect teachers’ teaching knowledge in mathematics concept classes,and proposes several suggestions for the application of PCK theory in mathematics concept classes in senior high schools.Through reflection on the guidance of PCK theory in the teaching of mathematics concepts in senior high schools,and an attempt to internalize PCK,combined with subject teaching knowledge(PCK),this article also provides a teaching design for "The Concept of Plane Vector",hoping to reinterpret and reinterpret the textbook from the perspective of PCK to achieve the interactive growth of teaching and learning.