A Study On The Current Situation And Problems Of Physics Teachers' Teaching Knowledge In Senior High School

Since the1980of the20th century, the basic education curriculum reform in full swing across our country. New course reform has brought new vitality to education in our country, but also brought new challenges to the teachers’own, so building a high-quality and high level of teaching staff is one of the necessary conditions for smooth implementation of the new curriculum reform. Understanding of the present situation of teaching staff, and find its existing problems and propose appropriate recommendations is to improve overall standards of teachers.Pedagogical content knowledge is one of the core elements to gauge a teacher’s level. Through examining teachers’pedagogical content knowledge, the result may reflect the status quo of teaching staff in some extent. According to its problems and propose recommendations in order to improve the overall level of teachers, and to adapt to the requirements of new curriculum reform to teachers. Therefore, study on teacher’s pedagogical content knowledge plays a very important role. This paper investigate high school physics teachers’pedagogical content knowledge in XI’an city as an example. According to investigation results, this paper analysis of their problems and make appropriate recommendations.Pedagogical content knowledge is divided into three parts:knowledge for topic-specific subject’content, knowledge for student and knowledge for teaching strategies and representation of specific subject. We create questionnaires based on these three portions as the level of indicators, to understand pedagogical content knowledge of high school physics teachers in XI’an. Starting from April of2013, We use our own questionnaire of high school physics teachers’pedagogical content knowledge to implement surveys and interviews in6high school in XI’an. In this investigation, We handed out seventy questionnaires, and recycled sixty-three questionnaires (the recovery rate is84.3%). Findings were as follows:1. On the whole, high school physics teachers’knowledge structure system of pedagogical content knowledge is not complete;2. Physics teachers have well understanding of physics knowledge, but lack of the history of physics education situation;3. Teachers’understanding of students is mainly manifested in students knowledge of needs assessment, rather than students’thinking and experimental operational capacity;4. Teachers’teaching strategies of subject-specific content and characterization methods are diversifying;5. Teachers’different seniority, entry qualification and the number of education graduates affect their grasp of physics knowledge;6. Teaching experiences affect their teaching knowledge generation.After analyze survey results, we found the main problem in high school physics teachers’pedagogical content knowledge. Such as:1. Teachers are lack of knowledge about physical teaching situation;2. Teachers’understanding of students and training limited students’physics knowledge;3. Teaching strategies adopted by teachers in practical teaching service to enhance students’examination results;4. Teachers are lack of adequate space for personal development. On the basic of these shortages, we put forward four recommendations:1. Enriching teachers’knowledge about physical teaching situation;2. Teacher should train students on all aspects, especially the cultivation of learning ability and thinking, from a physics perspective;3. Implementing teaching strategies of diversification to create a pleasant atmosphere for learning;4. Reducing teachers’workload appropriately to adequate teachers’personal development.