High School Physics Teacher PCK Research Based On Classroom Observation

PCK(Pedagogical Content Knowledge)is the abbreviation of subject teaching knowledge,which is the special integration of pedagogy and subject content,and is the teacher’s own teaching experience and strategy.PCK theory solves the problem that the general pedagogy knowledge is blended into the subject education,and provides guidance for teachers to make better use of educational science theory in subject teaching.With the implementation of the new curriculum reform,the professionalization of teachers is the core of our current teacher education.As a professional,teachers should have a kind of knowledge system which can reflect its"professional characteristics".This study compared the experience of teachers and novice teachers teaching effect,mainly from the high school physics teacher PCK in the classroom use of this point of view.Based on the PCK theory of Grossman and Schoenfeld&Lee(2005),this paper decomposes PCK into the knowledge of subject content,the knowledge of teaching purpose,the knowledge of students’understanding,the knowledge of content organization,the knowledge of teaching strategy and the knowledge of feedback part.And designed for the six observation projects,through the refinement of indicators,prepared the teacher classroom PCK observation form.During the course of the study,six high school physics teachers in Yangzhou City’s high schools were divided into three groups.The classroom teaching cases of the same subjects were observed and recorded,and the horizontal analysis and comparison were carried out from six aspects of PCK structure.Summed up the experience teachers and novice teachers in the PCK structure differences.In this study,the status quo of the research object PCK mainly includes the following findings:1.the knowledge of subject content can reflect,but influenced by teachers understand clearly;2.the basic knowledge of teaching objectives have,but emotions,attitudes and values dimension is easily ignored;3,the knowledge of students’ understanding is attented,but specific treatment vary in the way;4.the knowledge of the content organization is particularly emphasized on,but there is a gap in the aspect of highlighting the key and breaking through the difficulty;5.the basic knowledge of the teaching strategies have,but classroom control ability difference is obvious;6.the knowledge of the effect of feedback is applied,but most of the feedback channels and assessment mechanisms are single.Finally,according to the problems found in the study,the author puts forward some suggestions to promote the development of PCK in high school physics from six aspects:First,the knowledge of subject content should be systematized;Second,the knowledge of teaching purpose should be comprehensive;Third,the knowledge of students’ understanding should be targeted;Fourth,the knowledge of content organization should be problematic;Fifth,the knowledge of teaching strategy should be flexible;Sixth,the knowledge of the effect of feedback should be diverse.For the improvement of the teaching of high school physics teacher knowledge provide reference,and provide reference for their professional development.