A Case Study On Development In Pedagogical Content Knowledge(PCK) Of Novice Chemistry Teacher By "Lesson Study"

Curriculum reform requires teachers to combine subject knowledge,education theory and teaching practice,optimize the teacher's knowledge structure and promote the professional development of teachers.Pedagogical content knowledge(PCK)is the integration and transformation of subject knowledge and pedagogy knowledge.PCK is unique teacher knowledge which is different from the subject experts."Lesson Study" discusses and reflects on classroom teaching through cooperative research,promoting the development of teachers' PCK,which is an important way of teacher professional development.On the basis of reviewing domestic and foreign literatures,this paper puts forward the model of PCK structure of chemistry teachers and the operation mode of lesson study.A novice teacher of high school chemistry group in Qionglai was selected as the research object.Collect qualitative data sources,such as: classroom observation,teaching text(plan/work sample),assessment form of PCK and interviews etc.Through constant comparison method ?enumeration method to compare and analysis novice chemistry teachers' PCK behavior by “lesson study”;Results:(1)Teaching community promotes dynamic development of novice chemistry teachers' Subject Knowledge(2)Disciplinary understanding and teaching reflection promotes the creation of curriculum knowledge for novice chemistry teachers(3)Student's myths promote the enrichment of novice chemistry teachers' student knowledge(4)Novice chemistry teacher's teaching strategy knowledge and evaluation knowledge develop slowly(5)Lesson study promotes the integration and development of novice chemistry teachers' PCK.The study proposes a conceptual diagram of lesson study promote the development and integration of novice chemistry teacher PCK;clarifies the key role of the teaching community in the development of novice chemistry teachers PCK;suggests that novice chemistry teachers deepen the understanding of subject knowledge;through the teaching community's discussion and reflection to study and practice their teaching skill,continuously develop and construct pedagogical content knowledge.