| PCK is the acronym of Pedagogical Content Knowledge,which is translated into the subject teaching knowledge,it is the knowledge that the teacher needs to master their own subject knowledge on the basis of the characteristics and learning needs of students,organizes the knowledge into a form that students can understand and then passes to students.The core connotation is that teachers can stand in the perspective of students in order to transform knowledge.PCK is a unique knowledge of teachers,it can directly affect the effectiveness of their teaching activities,and promote their own teaching level.Therefore,focusing on the growth of biology teachers from the perspective of PCK can promote the effective teaching of biology.Firstly,this paper analyzes the status quo of PCK research at home and abroad,analyzes the connotation and structure of PCK,and analyzes the characteristics of biology,and determines that the PCK of biology teachers can be studied from biology orientation to teaching,knowledge of biology subject matter,knowledge of biology curriculum,knowledge of student’s understanding,knowledge of biology instructional strategies and representation and knowledge of biology assessment.In this study,a novice teacher and a proficient teacher in a senior high school in Harbin were selected to conduct a case study.According to observe a total of 52 lessons of two teachers,analyze the teaching projects of the two teachers,interview two teachers by background interview and after class interview and ask two teachers to make concept maps,this study analyzes the two teacher’s PCK on the following six aspects of the characteristics and differences to help novice teachers find their own teaching deficiencies.In order to understand the situation of the two teachers in a more comprehensive way,this study developed a student questionnaire from the student’s perspective,and conducted a questionnaire survey among the 318 students in six classes taught by the two teachers,and learned about students’ evaluation of the teachers’ PCK.Based on all the results,we can see that the PCK of the proficient teacher is better than that of the novice teacher,and there are differences in the PCK between novice teachers’ PCK and the proficient teacher’s PCK in the following six aspects.Theconclusion is as follows: The biology orientation to teaching of the novice teacher needs to be further and comprehensive,the knowledge of biology subject matter is not a systematic system,the knowledge of biology curriculum needs to be complete and rich,the knowledge of student’s understanding is lack,the knowledge of biology instructional strategies and representation is not flexible,the knowledge of biology assessment is more single,and that novice teachers lack effective and more targeted training.Finally,according to the results of the study and the analysis of the development path of novice teachers,some suggestions for improving the PCK and self-development for novice biology teachers are proposed.The self-development recommendations for novice teachers are as follows:(1)do career planning;(2)establish a knowledge system and deepen the subject matter knowledge;(3)optimize the curriculum knowledge and develop a variety of teaching resources;(4)be good at observation and learn to communicate to help promote the student’s understanding;(5)to optimize teaching methods and means,to develop teaching wit;(6)enrich the teaching evaluation methods and content;(7)focus on daily teaching self-reflection.The following are the recommendations for schools and other relevant departments to promote the development of novice teachers:(1)establish an excellent teaching resource database;(2)to carry out teacher training based on the PCK system and strengthen the case study and research;(3)establish a teacher development community and to promote the exchange of old and new teachers. |
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