The Case Study Of High School Novice-Experienced Chemistry Teachers’ PCK

PCK is the abbreviation of Pedagogical Content Knowledge. It is the most effective means of teaching knowledge, which transformed from subject content knowledge, pedagogical knowledge and knowledge of the situation. Specifically, In the face of a specific subject or content of teaching, Teachers for different interest groups of students, the ability(Such as the ability to understand, practical ability and the ability to innovate, etc.) and different teaching scenarios, the corresponding appropriate subject knowledge integration and processing along the way presents is also the content of teacher PCK. Pedagogical content knowledge of teachers can help students understand, thereby formed the very effective teaching activities, its composition mainly contains the six areas knowledge of: pedagogical purpose, curriculum, content of organization, teaching strategies, students’ understanding and the evaluation and feedback of effect. This paper uses literature review, case studies and interviews survey. Through class observation and recording, interviews exchanges and investigation, combined with the specific teaching cases and a variety of ways PCK of six main ingredients, launched a study of the pedagogical content knowledge about the novice chemistry teachers and experienced chemistry teachers. The author objectively tries to solve the problem of the following aspects:1. What is the difference of PCK between the Novice and experienced high school chemistry teachers? What is the main difference in particular aspect?2. What are the factors affecting to the growth of PCK in high school chemistry teacher? What are the appropriate recommendations for pre-service and in-service chemistry teachers?Through the study the author found that the experienced chemistry teachers in the knowledge of: teaching purpose, chemistry curriculum, content organization, teaching strategies, students’ understanding and the evaluation and feedback of effects, etc. do much better than the novice chemistry teachers. Specifically, it mainly reflects in the following aspects: the implementation of teaching objectives, teaching focuses and difficulties for the experienced chemistry teachers are more precise. They pay more attention to the implementation of the three-dimensional teaching objectives, etc. The experienced chemistry teachers have rich knowledge of chemistry curriculum, the evaluation and feedback of effects. They can do much better on the knowledge of content organization, teaching strategies, students’ understanding. They are able to build a good scene-lines and problems-lines, proper conduct student experiments and explorations, to stimulate student interest, to guide students to think, etc.Meanwhile, the author also has some discoveries on the influencing factors of the PCK growth for chemistry teachers. Through interviews surveys, document analysis, etc. the author found the affect factors of the development of chemistry teachers’ PCK mainly in: the teachers’ learning experiences, the ability to reflect and observation of teachers, the richness of and teaching resources, etc. Based on the influencing factors, the author proposes some appropriate and practicable recommendations for the pre-service chemistry teachers and in-service chemistry teachers. And according to author’s own understandings, she formed the theoretical construct of the relationship cycle PCK development about pre-service and in-service chemistry teachers.