Research On The Status Quo Of The Teaching Knowledge(PCK) Of Geography Teachers In High Schools In Changchun City

The 2017 edition of the "General Senior High School Geography Curriculum Standards”clearly states that it is necessary to strengthen the construction of the teaching staff and improve the professional competence of geography teachers.Therefore,geography teaching not only plays the role of preaching and teaching,but also integrates geography knowledge,geography teaching knowledge and knowledge about students in the process of communication and cooperation with students to promote students' geography learning.How to transform geography knowledge into geography teaching knowledge is a major test for teachers.Geography teaching knowledge is the basis for teachers to build efficient classrooms,and also an important factor to distinguish teachers' level.Teachers with complete subject teaching knowledge structure can Combine knowledge,skills and learners to achieve effective teaching.The author combines the research of subject teaching knowledge at home and abroad,and uses Shulman's subject teaching knowledge theory as the theoretical basis to clarify the structure of geography teaching knowledge.This paper focuses on the questionnaire survey method,supplemented by the classroom observation method,and observes and analyzes the advantages and disadvantages of high school geography teachers in geography knowledge,knowledge about students,teaching strategy knowledge and feedback.Finally,the following conclusions are drawn:1)Most geography teachers correctly convey geographical concepts and principles,and a small number of teachers ignore the integration of geographical ideas and geographic knowledge;2)the knowledge reserve and learning of geography teachers with shorter teaching ages The characteristics are not well understood,and the students' mistakes cannot be corrected in time.3)Teachers have insufficient teaching content organization and teaching materials selection;4)Teachers lack reflection consciousness,and the content and methods of reflection are not clear enough.Based on the above problems,the author discusses the causes of the problems in the teaching knowledge of geography teachers.The results are as follows:1)teachers lack awareness of independent development,2)teachers lack learning theory,and 3)on-the-job training is not in place.In order to change this situation and develop the subject teaching knowledge of geography teachers,the author puts forward the following countermeasures based on constructivism theory,humanism theory,teacher professional development theory and subject teaching knowledge theory:1)Explain the explanation strategies of different types of knowledge and explore the geographical ideas contained in geographic knowledge.2)According to the students' learning effect feedback,master the students'cognition status of geography knowledge;pay attention to the way students think about the problem;observe the students' learning behavior.3)Extend the teacher' s geographic knowledge in both horizontal and vertical angles.4)On-the-job training focuses on transmitting reflective knowledge.Geography teachers must constantly learn,recognize themselves and improve themselves.