A Comparative Study On The PCK Of High School Chemistry Teachers In Different Stages

In the background of such a diversified and global transformation,education needs improvement and innovation,it sepecially needs continuous development.As an important part of education,teachers’ teaching concepts and teaching levels all have a profound impact on the development of education.PCK can reflect the teacher’s teaching level and comprehensive teaching ability from various aspects,and the framework of PCK is highly operative.On the basis of Shulman’s PCK model and combining the teaching idea of the new curriculum,this paper analyzes the PCK characteristics and differences of teachers at different stages of development,which is of realistic meaning.This study focuses on three senior high school chemistry teachers in different vocational stages,chooses the textbook "Chemistry 1" "Redox Reaction" edited by The People’s Education Press as the topic.On the basis of literature research,formulating data coding rules based on research purpose.Through the empirical analysis of classroom observation,teaching video analysis and interview,this study explores the PCK characteristics and differences of teachers in different stages of development,summarizes the development approaches of teachers at different stages,and puts forward suggestions for the development of pre service teachers.The results show that:(1)The teachers’ chemistry teaching objectives influence teaching practice.(2)teachers’knowledge needs to be continuously expanded and systematized.(3)The pre service teachers lack "student knowledge".(4)expert teachers’ application of teaching strategies and knowledge are more suitable.(5)there is a bias in the development of teachers in different stages of development.According to the research findings,the following suggestions are put forward:(1)in-depth understanding of subject content knowledge and mining its functional value.(2)reading the educational classics extensively and set the goal of lifelong learning.(3)carrying out case study base on PCK framework,and keeping cultivation of awareness and critical thinking.(4)understanding discipline experts’ understanding of the new curriculum and grasp the teaching vane.The thesis mainly consists of 5 parts:The first part is the introduction.which contains the background,the content,the method,the goals and the significance of research,mainly explaining the reason and significance of the topic selection.The second part is conceptual and theoretical construction,which expounds the meaning,the elements,and the status of the research at home and abroad,analyzes the professional development stage of the teachers,and defines the concepts of the pre service teachers and post vocational teachers,and analyzes and summarizes the research status of PCK.The third part is the design process of the study.Mainly through literature research and text analysis,on the basis of previous research and in view of the purpose of this study to improve the rules of data coding.Through the pre test and consult the subject of experts,extensive absorption of opinions,and further improve the scale.The fourth part is the comparison and analysis of teachers’ PCK level in different occupation stages.Based on the videos,interviews,teaching PPT and teaching reflection,Coding the teacher’s PCK.On this basis,this paper makes a qualitative analysis on the knowledge of subject teaching purpose,Curriculum knowledge,knowledge of students’understanding and teaching strategy knowledge,and summarizes the differences and characteristics of teachers’ teaching PCK in different career stages.Interviews with teachers in the field were carried out,and the best way of teachers’ development was summed up from the development process and teaching experience of expert teachers and excellent young teachers.The fifth part is the conclusion,suggestion,reflection and Prospect of this paper.