不同特征初中数学MPCK个案研究
A Case Study on MPCK of Junior Middle School Mathematics Teachers with Different Characteristics

通过问卷调查法、深度访谈法与个案法，以六位不同特征的初中数学教师为研究对象进行个案分析，探究不同特征教师MPCK如何，以便教师了解自身的MPCK并改进，提高教学效果。研究发现：处于“水平一”的数学教师MPCK均处于最低水平；相比“水平一”的教师，“水平二”教师的MPCK更丰富。为了提升数学教师的MPCK，针对研究结果，提出两点建议：教师要注重对数学学科知识与教育学相关知识的整合；教师结合《标准》和数学教材深刻解读教学内容。
Through the method of questionnaire survey, in-depth interview and case method, six junior middle school mathematics teachers with different characteristics are taken as the research object for case analysis, to explore the MPCK of teachers with different characteristics, so that teachers can understand their own MPCK and improve, and improve the teaching effect. The results show that the MPCK of math teachers at “Level 1” are all at the lowest level. Compared with “Level 1” teachers, “Level 2” teachers have more abundant MPCK. In order to improve the MPCK of mathematics teachers, two suggestions are proposed: teachers should pay attention to the integration of mathematics knowledge and pedagogy knowledge; combine mathematics curriculum standard with the mathematics textbook to profound interpretation teaching content.