The Discussion On The Present Situation Of High School Teachers’PCK In Northeast Of China

Recent years, education has great and directive influence on the national development,which has been highly recognized. However, the specific implementation and progress ofeducation depend on the improvement of their own qualities. For teachers, how to put “tacitknowledge” into specific teaching practice, which can improve the effectiveness of teachingand ensure the successful implementation of the new curriculum reform, has been the streetrobber of teachers’ own development. Therefore, researchers all put their attention topedagogical content knowledge (PCK). They try to study the formation, development,application and other aspects of PCK, trying to find out useful learning experience to meet thedemand of teachers’ professional development. So far, there is still a lot of uncertainty aboutPCK. For example, how to build up and develop PCK? Which aspects does PCK reflect on, inteaching practice? All of these need further attention and practice research.In this study, I’m mainly concerned with the current state of high school biologyteachers’ PCK. By the literature analysis, five core components of PCK have beensummarized, which have been widely accepted by researchers. In fact, they are knowledge ofstudents, teaching strategic knowledge, subject matter knowledge, curriculum knowledge andoverarching conceptions of teaching goals.Firstly, I want to master the professional knowledge level of biology teachers throughquestionnaire. And then, analyze the specific teaching content by classroom observation.Some knowledge is tacit and perceivable but indescribable, which can be made up byclassroom observation. In this way, I could perfect this research from the research content andmethods.This study found that the PCK level of biology teachers tested was roughly in the middleposition; PCK was significantly related to curriculum knowledge (0.05); overarchingconceptions of teachers’ teaching goals had influence on teaching behaviors; in practice,teachers’ PCK reflected on demonstrations, professional terms exercises and the teachingquick-wittedly.Finally, I wish this study could provide reference for teacher development and teachingpractice.