An Evaluation Of Junior Middle School Physics Teacher' Curriculum Knowledge Using Concept Map

Since the 1980 s,teacher knowledge had quickly become a hotspot in the research of the teacher education.Curriculum knowledge as an important part of teachers' knowledge,directly affects the teacher's value orientation,curriculum ideas and teaching behavior.The structure of Teachers' curriculum knowledge is very complex.As a kind of effective knowledge representation and evaluation tool,concept map can effectively used to evaluate the structure and the level of teachers' curriculum knowledge.This research has important theoretical significance and practical value for evaluation of teachers' professional knowledge? teachers' professional development and curriculum reform in basic education.This paper is divided into eight chapters including four research questions which consist of a theoretical analysis,an evaluation method and technology,an empirical research and the last one optimum strategy on the physics teachers' curriculum knowledge evaluation in junior middle school.A theory analysis about curriculum knowledge evaluation of physics teachers in junior middle school mainly discussed the connotation,type,stage and paradigm evolution of curriculum knowledge of physics teachers in junior middle school.Concept map is an effective methods to evaluate teachers' curriculum knowledge which Combine qualitative evaluation and quantitative evaluation.The evaluation method and technology mainly includes A brief about concept map theory?discussing the methodology to evaluate with concept map?constructing evaluation index system with concept map for teacher curriculum knowledge and resolving encountered some technical problems in the process of evaluating with concept map.Concept map is a map about knowledge structure which show the relationship between concepts.As a kind of methodology system,concept map had integrated positivism and humanism.The empirical research on curriculum knowledge evaluation of physics teachers in Junior high school had chosed four themes closely associated with junior middle school physics teacher:understanding about physics course core idea?secondary development about physics textbook?scientific inquiry teaching and curriculum resources development and utilization.This thesis haved explored empirically curriculum knowledge in the various stages of teacher professional development.This research shows that,by the concept map we can well present different in the two dimensions of the structure and content in stages of development of teachers.With the increase of teaching experience,teachers' curriculum knowledge developed according to certain laws.This research summed up five conclusion.One is that the curriculum knowledge of expert teachers has obvious situational and structural characteristics;Secondly,the level of teachers' curriculum knowledge in different development stages exists significant difference;The third,the type distribution of teachers' curriculum knowledge include experience,theory and fusion;The fourth is that it is a rule that teachers' curriculum knowledge developed from "mechanical copy" to "independent creation";The fifth,evaluation physics teachers' curriculum knowledge with the concept map has unique advantages.On the basis of the theory and empirical studies,this study put forward four Suggestions about how to optimize the junior middle school physics teacher curriculum knowledge:The first is taking advantage of expert teacher,constructing teachers' curriculum knowledge development community;the second is to carry out accurate training activities for teachers in different development stage;The third is to promote the of teachers' professional development by oneself endogenous type focus;the four is to improved evaluation about teachers' curriculum knowledge by concept map method.