高中数学新教师与经验教师PCK比较的个案研究

高中数学新教师与经验教师PCK比较的个案研究一、本文概述Overviewofthisarticle本文旨在通过个案研究的方法，深入比较高中数学新教师与经验教师在学科教学知识（PCK）方面的差异。学科教学知识（PCK）是教师在特定学科领域内，将学科知识与教育知识、学生知识进行有效融合，形成的一种独特的教学理解与实践能力。对于数学教师而言，PCK不仅包括对数学概念和原理的深入理解，还包括如何将这些知识有效地传授给学生的策略和方法。Thisarticleaimstocomparethedifferencesinsubjectteachingknowledge(PCK)betweennewhighschoolmathematicsteachersandexperiencedteachersthroughcasestudymethods.Subjectteachingknowledge(PCK)isauniqueteachingunderstandingandpracticalabilityformedbyteacherseffectivelyintegratingsubjectknowledgewitheducationalknowledgeandstudentknowledgeinaspecificsubjectfield.Formathematicsteachers,PCKnotonlyincludesadeepunderstandingofmathematicalconceptsandprinciples,butalsostrategiesandmethodsforeffectivelyimpartingthisknowledgetostudents.本文将选取若干名高中数学新教师和经验教师作为研究对象，通过课堂观察、访谈、问卷调查等多种方式收集数据，对他们的PCK水平进行量化分析和质性比较。具体而言，我们将关注以下几个方面：教师对数学学科知识的理解与掌握程度；教师如何根据学生的认知特点和需求，选择和设计教学方法与策略；教师在教学实践中如何运用和发展自己的PCK，以及面对教学挑战时如何调整和优化教学策略。Thisarticlewillselectseveralnewandexperiencedhighschoolmathematicsteachersasresearchsubjects,collectdatathroughclassroomobservation,interviews,questionnairesurveys,andothermethods,andquantitativelyanalyzeandqualitativelycomparetheirPCKlevels.Specifically,wewillfocusonthefollowingaspects:thelevelofunderstandingandmasteryofmathematicalsubjectknowledgebyteachers;Howteacherschooseanddesignteachingmethodsandstrategiesbasedonthecognitivecharacteristicsandneedsofstudents;HowteacherscanapplyanddeveloptheirownPCKinteachingpractice,andhowtoadjustandoptimizeteachingstrategieswhenfacingteachingchallenges.通过本研究，我们期望能够揭示高中数学新教师与经验教师在PCK方面的具体差异，为新教师的专业成长提供有针对性的建议和支持。本文也希望能够为数学教育研究和教师教育培训提供有益的参考和启示，推动高中数学教育的质量提升和创新发展。Throughthisstudy,wehopetorevealthespecificdifferencesinPCKbetweennewhighschoolmathematicsteachersandexperiencedteachers,andprovidetargetedsuggestionsandsupportfortheprofessionalgrowthofnewteachers.Thisarticlealsohopestoprovideusefulreferenceandinspirationformathematicseducationresearchandteachereducationtraining,andpromotethequalityimprovementandinnovativedevelopmentofhighschoolmathematicseducation.二、文献综述Literaturereview随着教育领域的深入发展，教师专业发展逐渐成为研究的热点。其中，教师的学科教学知识（PCK）被认为是影响教师教学效果的关键因素。对于高中数学教师而言，PCK的理解和应用更是关系到学生数学素养的培养和数学教学质量的提升。近年来，不少学者开始关注高中数学教师的PCK发展，特别是新教师与经验教师之间的比较。Withthedeepeningdevelopmentoftheeducationfield,theprofessionaldevelopmentofteachershasgraduallybecomeahotresearchtopic.Amongthem,thesubjectteachingknowledge(PCK)ofteachersisconsideredakeyfactoraffectingtheirteachingeffectiveness.Forhighschoolmathematicsteachers,theunderstandingandapplicationofPCKiscloselyrelatedtothecultivationofstudents'mathematicalliteracyandtheimprovementofmathematicsteachingquality.Inrecentyears,manyscholarshavebeguntopayattentiontothePCKdevelopmentofhighschoolmathematicsteachers,especiallythecomparisonbetweennewteachersandexperiencedteachers.在已有的研究中，新教师通常指的是刚刚步入教育领域，教学经验相对较少的教师；而经验教师则是指在教学岗位上积累了丰富经验的资深教师。这两类教师在PCK方面的差异，主要体现在对学科知识的理解、教学方法的选择、以及学生认知特点的把握等方面。Inexistingresearch,newteachersusuallyrefertoteacherswhohavejustenteredthefieldofeducationandhaverelativelylittleteachingexperience;Experiencedteachersrefertoseniorteacherswhohaveaccumulatedrichexperienceinteachingpositions.ThedifferencesbetweenthesetwotypesofteachersinPCKaremainlyreflectedintheirunderstandingofsubjectknowledge,selectionofteachingmethods,andgraspofstudentcognitivecharacteristics.新教师在PCK方面往往表现出对学科知识的基础掌握，但在教学方法和策略上可能缺乏创新和灵活性。他们更多地依赖于教材和教参，较少关注学生的个体差异和需求。相比之下，经验教师则能够根据学生的实际情况，灵活调整教学策略，更有效地促进学生的学习。NewteachersoftendemonstrateabasicmasteryofsubjectknowledgeinPCK,butmaylackinnovationandflexibilityinteachingmethodsandstrategies.Theyrelymoreontextbooksandteachingmaterials,andpaylessattentiontoindividualdifferencesandneedsofstudents.Incontrast,experiencedteachersareabletoflexiblyadjustteachingstrategiesbasedontheactualsituationofstudents,whichcanmoreeffectivelypromotetheirlearning.新教师在课堂管理、师生互动等方面也可能存在不足。他们在面对课堂突发情况时，往往缺乏应变能力和处理经验。而经验教师则能够凭借多年的教学经验，妥善处理各种课堂问题，营造出积极的学习氛围。Newteachersmayalsohaveshortcomingsinclassroommanagementandteacher-studentinteraction.Theyoftenlackadaptabilityandexperienceindealingwithunexpectedsituationsintheclassroom.Experiencedteachers,ontheotherhand,canrelyonyearsofteachingexperiencetoproperlyhandlevariousclassroomproblemsandcreateapositivelearningatmosphere.然而，值得注意的是，新教师和经验教师之间的差异并非绝对。随着新教师的不断学习和实践，他们的PCK水平也会逐渐提高。经验教师也需要不断更新自己的教学理念和方法，以适应不断变化的教育环境和学生需求。However,itisworthnotingthatthedifferencebetweennewteachersandexperiencedteachersisnotabsolute.Withthecontinuouslearningandpracticeofnewteachers,theirPCKlevelwillgraduallyimprove.Experiencedteachersalsoneedtoconstantlyupdatetheirteachingconceptsandmethodstoadapttotheconstantlychangingeducationalenvironmentandstudentneeds.高中数学新教师与经验教师在PCK方面存在明显的差异。为了促进新教师的专业发展，我们需要关注他们的PCK发展情况，提供必要的支持和指导。也要鼓励经验教师不断更新自己的教学理念和方法，以适应不断变化的教育环境。通过比较新教师与经验教师在PCK方面的差异和发展趋势，我们可以为教师的专业成长和教育质量的提升提供有益的参考。ThereisasignificantdifferenceinPCKbetweennewhighschoolmathematicsteachersandexperiencedteachers.Inordertopromotetheprofessionaldevelopmentofnewteachers,weneedtopayattentiontotheirPCKdevelopmentandprovidenecessarysupportandguidance.Experiencedteachersshouldalsobeencouragedtoconstantlyupdatetheirteachingconceptsandmethodstoadapttotheconstantlychangingeducationalenvironment.BycomparingthedifferencesanddevelopmenttrendsbetweennewandexperiencedteachersinPCK,wecanprovideusefulreferencesfortheprofessionalgrowthofteachersandtheimprovementofeducationalquality.三、研究方法Researchmethods本研究采用个案研究的方法，对高中数学新教师与经验教师的PCK（学科教学知识）进行比较。个案研究是一种常用的定性研究方法，它通过深入探究特定个案的情况，理解其内在特点和规律，从而对某一现象或问题进行深入的理解和解释。ThisstudyadoptsacasestudymethodtocomparethePCK(subjectteachingknowledge)ofnewhighschoolmathematicsteachersandexperiencedteachers.Casestudyisacommonlyusedqualitativeresearchmethod,whichexploresthesituationofaspecificcaseindepth,understandsitsinternalcharacteristicsandlaws,andthusprovidesadeepunderstandingandexplanationofacertainphenomenonorproblem.在个案的选择上，本研究选择了两位高中数学教师，其中一位是新入职的新教师，另一位是具有多年教学经验的经验教师。通过对他们的教学实践、教学设计、教学反思等方面进行深入的观察和访谈，收集他们在高中数学教学中的PCK表现。Intermsofcaseselection,thisstudyselectedtwohighschoolmathematicsteachers,oneofwhomisanewlyhiredteacherandtheotherisanexperiencedteacherwithmanyyearsofteachingexperience.Throughin-depthobservationandinterviewsontheirteachingpractice,teachingdesign,andteachingreflection,collecttheirPCKperformanceinhighschoolmathematicsteaching.在数据的收集和处理上，本研究采用了多种方法。通过课堂观察，记录两位教师在实际教学中的表现，包括教学内容的选择、教学方法的应用、师生互动的情况等。通过访谈，了解两位教师对高中数学教学的理解和认识，以及他们在教学中遇到的困难和挑战。本研究还收集了两位教师的教学设计、教学反思等文字资料，以便更全面地了解他们的PCK情况。Intermsofdatacollectionandprocessing,thisstudyadoptedmultiplemethods.Throughclassroomobservation,recordtheperformanceoftwoteachersinactualteaching,includingtheselectionofteachingcontent,applicationofteachingmethods,andinteractionbetweenteachersandstudents.Throughinterviews,understandtheunderstandingandrecognitionoftwoteachersonhighschoolmathematicsteaching,aswellasthedifficultiesandchallengestheyencounterinteaching.ThisstudyalsocollectedtextualmaterialssuchasteachingdesignsandreflectionsfromtwoteacherstogainamorecomprehensiveunderstandingoftheirPCKsituation.在数据的分析上，本研究采用了定性和定量相结合的方法。通过对课堂观察、访谈等定性数据的分析，提取出两位教师在高中数学教学中的PCK特点。通过对比分析，找出新教师和经验教师在PCK上的异同点，以及影响他们PCK发展的因素。结合定量数据，如教学成绩、学生评价等，对研究结果进行验证和补充。Intermsofdataanalysis,thisstudyadoptedacombinationofqualitativeandquantitativemethods.Byanalyzingqualitativedatasuchasclassroomobservationsandinterviews,thePCKcharacteristicsoftwoteachersinhighschoolmathematicsteachingwereextracted.Throughcomparativeanalysis,identifythesimilaritiesanddifferencesbetweennewandexperiencedteachersinPCK,aswellasthefactorsthataffecttheirPCKdevelopment.Combinequantitativedata,suchasteachingperformanceandstudentevaluation,tovalidateandsupplementtheresearchresults.本研究通过个案研究的方法，对高中数学新教师与经验教师的PCK进行了深入的比较分析。通过这种方法，我们希望能够更全面地了解新教师和经验教师在高中数学教学中的PCK情况，为新教师的专业成长和教学质量的提升提供有益的参考和借鉴。Thisstudyconductedanin-depthcomparativeanalysisofthePCKbetweennewhighschoolmathematicsteachersandexperiencedteachersthroughacasestudyapproach.Throughthismethod,wehopetohaveamorecomprehensiveunderstandingofthePCKsituationofnewandexperiencedteachersinhighschoolmathematicsteaching,providingusefulreferenceandguidancefortheprofessionalgrowthofnewteachersandtheimprovementofteachingquality.四、研究过程Researchprocess本研究采用个案研究法，选取了两位高中数学教师——一位新教师和一位经验教师，通过课堂观察、访谈和文档分析等方式，对他们的PCK（学科教学知识）进行了深入的比较研究。Thisstudyadoptsacasestudymethodandselectstwohighschoolmathematicsteachers-anewteacherandanexperiencedteacher-toconductin-depthcomparativeresearchontheirPCK(subjectteachingknowledge)throughclassroomobservation,interviews,anddocumentanalysis.课堂观察：本研究对两位教师的课堂教学进行了多次观察，详细记录了他们的教学内容、教学方法、师生互动以及课堂氛围等方面的情况。通过对比分析，发现新教师和经验教师在课堂组织、问题设计、学生引导等方面存在显著差异。Classroomobservation:Thisstudyconductedmultipleobservationsontheclassroomteachingoftwoteachers,andrecordedindetailtheirteachingcontent,teachingmethods,teacher-studentinteraction,andclassroomatmosphere.Throughcomparativeanalysis,itwasfoundthattherearesignificantdifferencesbetweennewandexperiencedteachersinclassroomorganization,problemdesign,andstudentguidance.访谈：为了更深入地了解两位教师的PCK，本研究还对他们进行了深入的访谈。在访谈中，教师们分享了他们的教学理念、教学策略、学科知识以及对学生需求的理解等方面的内容。通过访谈，本研究发现新教师和经验教师在教学理念、教学经验以及对学生需求的认识等方面存在差异。Interview:InordertogainadeeperunderstandingofthePCKofthetwoteachers,thisstudyalsoconductedin-depthinterviewswiththem.Intheinterview,teacherssharedtheirteachingphilosophy,teachingstrategies,subjectknowledge,andunderstandingofstudentneeds.Throughinterviews,thisstudyfoundthattherearedifferencesbetweennewandexperiencedteachersintermsofteachingphilosophy,teachingexperience,andunderstandingofstudentneeds.文档分析：本研究还收集了两位教师的教案、教学反思、学生作业等文档资料，通过对比分析，发现新教师和经验教师在教学设计、教学评价等方面也存在明显差异。新教师往往更注重知识的传授，而经验教师则更注重学生的能力培养和学科素养的提升。Documentanalysis:Thisstudyalsocollecteddocumentmaterialssuchaslessonplans,teachingreflections,andstudentassignmentsfromtwoteachers.Throughcomparativeanalysis,itwasfoundthatnewteachersandexperiencedteachersalsohavesignificantdifferencesinteachingdesign,evaluation,andotheraspects.Newteachersoftenpaymoreattentiontoimpartingknowledge,whileexperiencedteachersfocusmoreoncultivatingstudents'abilitiesandimprovingtheirsubjectliteracy.在整个研究过程中，本研究始终遵循科学、客观、全面的原则，对两位教师的PCK进行了深入的比较分析。通过课堂观察、访谈和文档分析等多种方法的综合运用，本研究获得了丰富的研究数据和信息，为后续的分析和讨论提供了坚实的基础。Throughouttheentireresearchprocess,thisstudyfollowedtheprinciplesofscience,objectivity,andcomprehensiveness,andconductedanin-depthcomparativeanalysisofthePCKofthetwoteachers.Throughthecomprehensiveapplicationofvariousmethodssuchasclassroomobservation,interviews,anddocumentanalysis,thisstudyhasobtainedrichresearchdataandinformation,providingasolidfoundationforsubsequentanalysisanddiscussion.五、研究结果与讨论Researchfindingsanddiscussions本研究通过深入的个案研究，对比了高中数学新教师与经验教师在PCK（学科教学知识）方面的差异。通过收集和分析数据，我们得到了一系列有趣且有价值的发现。ThisstudycomparedthedifferencesinPCK(subjectteachingknowledge)betweennewhighschoolmathematicsteachersandexperiencedteachersthroughin-depthcasestudies.Bycollectingandanalyzingdata,wehavemadeaseriesofinterestingandvaluablefindings.新教师在学科知识理解方面表现出一定的扎实性，但在如何将这些知识有效融入教学中却显得相对薄弱。相比之下，经验教师则能够更好地将学科知识与学生的实际需求和学习特点相结合，形成更为丰富和有效的教学策略。这一发现表明，新教师在PCK的构建过程中，需要更多地关注如何将学科知识转化为教学知识，以便更好地指导学生的学习。Newteachersdemonstrateacertainlevelofsolidityinunderstandingsubjectknowledge,butarerelativelyweakineffectivelyintegratingthisknowledgeintoteaching.Incontrast,experiencedteachersarebetterabletocombinesubjectknowledgewithstudents'actualneedsandlearningcharacteristics,formingmorediverseandeffectiveteachingstrategies.ThisdiscoveryindicatesthatnewteachersneedtopaymoreattentiontohowtotransformsubjectknowledgeintoteachingknowledgeintheprocessofconstructingPCK,inordertobetterguidestudents'learning.新教师在课堂管理方面的能力有待提高。他们在维持课堂纪律、激发学生的学习兴趣和积极性等方面往往面临更多的挑战。而经验教师则能够更加自如地应对这些挑战，营造出一个积极、有序的学习环境。这提示我们，新教师在培养PCK的过程中，应注重提升课堂管理能力，以创造更有利于学生学习的条件。Theabilityofnewteachersinclassroommanagementneedstobeimproved.Theyoftenfacemorechallengesinmaintainingclassroomdiscipline,stimulatingstudents'interestandenthusiasminlearning,andsoon.Experiencedteachers,ontheotherhand,aremoreadeptatcopingwiththesechallengesandcreatingapositiveandorderlylearningenvironment.ThisremindsusthatnewteachersshouldfocusonimprovingtheirclassroommanagementskillsintheprocessofcultivatingPCK,inordertocreatemorefavorableconditionsforstudentstolearn.研究还发现，新教师在评估学生学习效果方面也存在一定的不足。他们往往过于依赖传统的测试方式，而忽视了对学生学习过程和学习策略的关注。而经验教师则能够运用多种评估手段，全面了解学生的学习状况，从而为他们提供更有针对性的指导和帮助。这一发现强调了新教师在PCK发展中，应重视对学生学习评估的研究和实践，以便更好地促进学生的全面发展。Thestudyalsofoundthatnewteachershavecertainshortcomingsinevaluatingstudentlearningoutcomes.Theyoftenrelytoomuchontraditionaltestingmethodsandoverlooktheattentiontostudents'learningprocessandlearningstrategies.Experiencedteachers,ontheotherhand,canusevariousassessmentmethodstocomprehensivelyunderstandthelearningstatusofstudents,therebyprovidingthemwithmoretargetedguidanceandassistance.ThisdiscoveryemphasizesthatnewteachersshouldpayattentiontotheresearchandpracticeofstudentlearningassessmentinthedevelopmentofPCK,inordertobetterpromotethecomprehensivedevelopmentofstudents.本研究揭示了高中数学新教师与经验教师在PCK方面的差异。这些差异不仅体现在学科知识、教学策略和课堂管理等方面，还体现在对学生学习评估的认识和实践上。为了提升新教师的PCK水平，我们建议教育机构在教师培训中加强对PCK理念的宣传和实践指导，帮助新教师更好地理解和应用PCK理论。同时，鼓励新教师与经验教师之间的交流和合作，通过观摩、研讨等方式学习经验教师的优秀做法，加快自身PCK的发展步伐。ThisstudyrevealsthedifferencesinPCKbetweennewhighschoolmathematicsteachersandexperiencedteachers.Thesedifferencesarenotonlyreflectedinsubjectknowledge,teachingstrategies,andclassroommanagement,butalsointheunderstandingandpracticeofstudentlearningassessment.InordertoimprovethePCKlevelofnewteachers,wesuggestthateducationalinstitutionsstrengthenthepromotionandpracticalguidanceofthePCKconceptinteachertraining,helpingnewteachersbetterunderstandandapplythePCKtheory.Atthesametime,encouragecommunicationandcooperationbetweennewteachersandexperiencedteachers,learnfromtheexcellentpracticesofexperiencedteachersthroughobservation,discussion,andothermeans,andacceleratethedevelopmentpaceoftheirownPCK.本研究结果也为教育研究者提供了新的视角和思路。未来研究可以进一步探讨影响新教师PCK发展的因素，如教师教育背景、教学经验、教育理念等，以便为新教师的专业成长提供更有针对性的支持和帮助。可以关注新教师在不同教学阶段PCK的变化和发展趋势，为他们的职业发展提供持续的支持和指导。Theresultsofthisstudyalsoprovidenewperspectivesandideasforeducationalresearchers.FutureresearchcanfurtherexplorethefactorsthataffectthedevelopmentofnewteacherPCK,suchasteachereducationalbackground,teachingexperience,educationalphilosophy,etc.,inordertoprovidemoretargetedsupportandassistancefortheprofessionalgrowthofnewteachers.WecanpayattentiontothechangesanddevelopmenttrendsofPCKfornewteachersatdifferentteachingstages,andprovidecontinuoussupportandguidancefortheircareerdevelopment.本研究通过对比高中数学新教师与经验教师在PCK方面的差异，揭示了新教师在学科教学知识构建过程中面临的挑战和不足。这些发现对于提升新教师的专业素养和教学能力具有重要意义，也为教育研究和实践提供了新的启示和方向。ThisstudycomparesthedifferencesinPCKbetweennewhighschoolmathematicsteachersandexperiencedteachers,revealingthechallengesandshortcomingsthatnewteachersfaceintheprocessofconstructingsubjectteachingknowledge.Thesefindingsareofgreatsignificanceforimprovingtheprofessionalcompetenceandteachingabilityofnewteachers,andalsoprovidenewinsightsanddirectionsforeducationalresearchandpractice.六、结论Conclusion本研究通过深入比较高中数学新教师与经验教师在PCK（学科教学知识）方面的差异，揭示了两类教师在专业发展中的不同特点与需求。研究发现，经验教师在PCK的广度与深度上普遍优于新教师，这主要源于他们长期教学实践中的知识积累与反思。而新教师在技术应用与教学理念创新方面则展现出了一定的优势，这反映了新时代教育背景下，新教师们在适应与运用新技术方面具备更强的能力。Thisstudyrevealsthedifferentcharacteristicsandneedsofnewhighschoolmathematicsteachersandexperiencedteachersinprofessionaldevelopmentthroughin-depthcomparisonoftheirdifferencesinsubjectteachingknowledge(PCK).ResearchhasfoundthatexperiencedteachersgenerallyoutperformnewteachersinthebreadthanddepthofPCK,mainlyduetotheirknowledgeaccumulationandreflectioninlong-termteachingpractice.Newteachershaveshowncertainadvantagesintechnologyapplicationandinnovativeteachingconcepts,whichreflectsthestrongerabilityofnewteacherstoadaptandapplynewtechnologiesinthecontextofeducationinthenewera.具体而言，经验教师在数学内容知识、教学法知识与课程知识等方面拥有丰富的实践经验，能够灵活运用多种教学策略，有效应对教学中的各种挑战。而新教师虽然在这些方面有所欠缺，但他们对于技术整合与课程创新的态度更为积极，能够更快地适应新的教育环境与要求。Specifically,experiencedteachershaverichpracticalexperienceinmathematicscontent,teachingmethods,andcurriculumknowledge,andcanflexiblyapplyvariousteachingstrategiestoeffectivelyrespondtovariouschallengesinteaching.Althoughnewteacherslackintheseaspects,theyhaveamorepositiveattitudetowardstechnologyintegrationandcurriculuminnovation,andcanadapttotheneweducationalenvironmentandrequirementsmorequickly.因此，为了促进新教师的专业发展，我们需要关注他们在PCK方面的薄弱环节，加强相关培训与指导，帮助他们快速积累教学经验，提升教学质量。我们也应该充分利用新教师在技术应用与课程创新方面的优势，鼓励他们在教学实践中积极探索，为数学教育的现代化与创新做出贡献。Therefore,inordertopromotetheprofessionaldevelopmentofnewteachers,weneedtopayattentiontotheirweaklinksinPCK,strengthenrelevanttrainingandguidance,helpthemquicklyaccumulateteachingexperience,andimproveteachingquality.Weshouldalsofullyutilizetheadvantagesofnewteachersintechnologyapplicationandcurriculuminnovation,encouragethemtoactivelyexploreinteachingpractice,andcontributetothemodernizationandinnovationofmathematicseducation.高中数学新教师与经验教师在PCK方面各具优势与挑战，我们需要从多个角度出发，综合施策，以促进两类教师的共同发展，提升高中数学教育的整体水平。NewhighschoolmathematicsteachersandexperiencedteacherseachhavetheirownadvantagesandchallengesinPCK.Weneedtostartfrommultipleperspectivesandimplementcomprehensivestrategiestopromotethecommondevelopmentofthetwotypesofteachersandimprovetheoveralllevelofhighschoolmathematicseducation.八、附录Appendix本研究采用了问卷调查、深度访谈和课堂观察等多种研究工具和方法。具体的问卷设计基于PCK理论框架，旨在探索新教师与经验教师在数学教学中的PCK差异。深度访谈则围绕教师的教学理念、教学实践、专业发展和挑战等方面展开，以获取更丰富、更深入的信息。课堂观察则着重于教师的教学行为、学生的互动和课堂氛围等方面，以揭示教师的教学风格和PCK的实际应用情况。Thisstudyusedvariousresearchtoolsandmethodssuchasquestionnairesurveys,in-depthinterviews,andclassroomobservations.ThespecificquestionnairedesignisbasedonthePCKtheoreticalframework,aimingtoexplorethedifferencesinPCKbetweennewteachersandexperiencedteachersinmathematicsteaching.Indepthinterviewsrevolvearoundtheteacher'steachingphilosophy,teachingpractice,professionaldevelopment,andchallenges,inordertoobtainricherandmorein-depthinformation.Classroomobservationfocusesonaspectssuchasteacher'steachingbehavior,studentinteraction,andclassroomatmosphere,inordertorevealtheteacher'steachingstyleandtheactualapplicationofPCK.本研究选择了所高中数学教师作为研究对象，其中包括名新教师和名经验教师。样本的选择基于教师的教龄、职称和教学业绩等因素，以确保研究的代表性和有效