A Case Study On Development Of Pedagogical Knowledge For Chemistry Teachers In Middle School

The 21-century is a knowledge-economy era. In such an age, knowledge has become the core element of production which makes it differ from the capital-based industry society and the soil-based agriculture society. The production and dissemination of the knowledge depend on the education, and the teacher is to the key of the education. The nation which owns high-literature teachers has high-literature citizens and is to be the vanguard of this age.Along with further development of education reform and curriculum reform of the new round in our country, teacher and teacher education will face new problems and new challenges. Whether the New Curriculum Reform can be successfully put in practice the teacher will play a very important role. The teachers'pedagogical knowledge is basic guarantee of teachers'teaching. It is this knowledge teachers own that will have a great influence on for students'future development.The research of the article is mainly part of teacher education and category of development of teacher profession. In general the main question of the article to be solved is: How do teachers develop their pedagogical knowledge? This paper takes the method of qualitative research. The information of teachers'pedagogical knowledge is collected by interview, classroom observation and document analysis. On the basis of case study the article draws conclusions that: (1) the development of teachers'pedagogical knowledge is unbalance under the practical teaching environment; (2) the university's specialized studying is the most important origin of teachers'pedagogical knowledge.(3) the characteristic of learning has different between teachers and students. According to the conclusions, we suggest that (1) teachers improve their structure of knowledge purposively (2) the technicality and pedagogical characteristics should be strengthened during the pre-service teachers'education; (3) the curriculum and content of teachers'training for degree should be suitably set up according to the character of teachers' learning.The article is composed of six parts. Chapter one is the forward of the article. It is mainly introduces the reason of research, the research significance, the research question and idea. Chapter two is literature research. It introduces briefly the development situations of the research of knowledge, form of knowledge, teacher knowledge in China and other countries. It analyses and thinks about them from history and real-life, which provides an encyclopedical background for this research. Chapter three is the process of research. It introduces main concepts, the research method, the sampling method and the data collection method. Chapter four is the thoughts and introspection of the investigator. It introduces the validity, reliability, generalizability and ethics about this research. Chapter five is the discovery and suggestion. It is the key part of this article. On the basis of information collected by interview, classroom observation and document analysis, the investigator puts forward the research discovery and makes suggestions further. Chapter six is the conclusion, meaning and advice. Based on the research conclusion, the article discusses the research meaning for the teacher of the teacher education, school manager and investigator, and put forward own proposal for future research of the teachers'pedagogical knowledge.