Based On The Background Of The New Curriculum Standard,the Investigation And Case Study Of The Current Situation Of The Subject Teaching Knowledge Of High School Chemistry Teachers

Subject teaching knowledge(PCK)is a kind of professional knowledge of teachers.It refers to that teachers select certain teaching strategies and methods based on students'knowledge in combination with necessary situations to convert subject knowledge into knowledge that students can easily understand and accept.The level of subject teaching knowledge can represent the level of teachers' professional knowledge.In January 2018,promulgated "ordinary high school chemistry new curriculum standard",marked the beginning of a new round of curriculum reform,the new curriculum advocates to khalid ents as a fundamental task,the core of the comprehensive training students' quality,to cultivate qualified successors for the socialist construction,and as a line of high school teacher,who is shouldering the implement of training students at the core of the literacy curriculum requirements,teachers' own understanding of new situation also can affect the results of the cultivation of the students,it is for the teachers' knowledge of the subject teaching put forward higher requirements.Based on the background of the new curriculum standard of this paper and the questionnaire survey tool developed by eriksson college,this study finally determined the five dimensions of the composition of subject teaching knowledge of chemistry teachers in high school by consulting many professional materials and literatures at home and abroad.Teaching aim,teaching content knowledge,students' knowledge and teaching strategies,evaluation of reflection on knowledge,and then to subdivide each dimension for 6-7 item,combined with the guidance of the teacher and a line of high school chemistry teacher modified several times finally determines the level of a survey of high school chemistry teachers' PCK of questionnaire,the researchers selected in the front line of teaching high school chemistry teacher for a long time as the research object,of 107 questionnaires were issued and recovery,the data of questionnaires with SPSS,WPS software for data analysis,considering the questionnaire has the certain error,This study also selected the three front-line chemistry teachers' classroom teaching cases,combined with the questionnaire compiled by the subject in the actual teaching analysis of the three teachers,finally draws the following conclusions:(1)high school chemistry teachers'PCK is above the average level,but is not balanced between each dimension,the knowledge dimension worst teaching objectives,evaluation and reflection knowledge actual teaching and questionnaire survey results there is a big discrepancy between;(2)in understanding the teaching objectives of the new curriculum standards,many teachers are superficial,and there is no good way to implement the core qualities;(3)high school chemistry teachers have a single source of PCK and lack of awareness of active promotion.In view of the dimension with low scores,the author selected three teachers to conduct interviews,which further confirmed that high school chemistry teachers did not have in-depth understanding of the new curriculum standards,nor could they well implement the requirements of the new curriculum standards,and there were few sources of PCK.