Research On The Mechanism Of PCK Integration Between Novice Chemistry Teachers And Expert Teachers From The Perspective Of Core Literacy In Chemistry

In the context of curriculum reform,teachers need to continuously improve their teaching abilities,dig out textbooks,understand students,and design appropriate teaching activities to achieve the purpose of promoting the development of students' core literacy.Pedagogical Content Knowledge(hereinafter referred to as PCK)contains knowledge in multiple fields,which can reflect the professional knowledge and abilities of teachers,help teachers to transform theirunderstanding of knowledge into effective teaching strategies.This shows that research on teachers' PCK integration methods can help teachers discover their own shortcomings and promote the professional development of teachers.In the perspective of core literacy of chemistry,this research is based on the two topics of "redox reaction"(first lesson)and "iron and ferrous salts"(first lesson),sorted out the foreign PCK integration mechanism evaluation literature,selected and adapts the evaluation scale,and finally obtained the PCK analysis scale and the PCK coding scoring standard.Then the researchers transcribed and encoded the teaching videos and related interview recordings of two teachers with different teaching ages in the same middle school in Wuhan,and analyzed the frequency,intensity and complexity of the integration of the five components of the PCK of the two teachers.Through a comparative analysis of the PCK integration mechanism of the two,it is found that the novice teacher and expert teacher PCK integration mechanism is different and thematic.This research hope that teachers can get inspiration from them to improve their professional knowledge and professional ability.Through analysis and comparison,this study found that:Teacher A's five components of PCK have a balanced development and high integration.Teacher A has a thorough understanding of the teaching materials and the students 'knowledge,can effectively implement the knowledge of teaching strategies and representations;Teacher B's five components of PCK are unevenly developed,and there are obvious thematic differences in integration.Teacher B has a wealth of subject knowledge but a relatively shallow understanding of the textbooks,and pays more attention to the achievement of knowledge goals.Through the comparative analysis of the PCK integration mechanism of the two teachers,this study draws the following conclusions:(1)The frequency and strength of the connection between the five components of PCK are different,the complexity of the connection between the components is different,and some connections Only a single influence between the two components is involved,which is very simple,and some connections involve the interaction of multiple components,which is very complicated;(2)The five components of PCK will interact with each other.But when teacher choose teaching strategies and representation methods and designing teaching activities they will be more influenced by orientation to teaching science and knowledge of students' understanding in science;(3)Expert teachers have rich teaching experience and can integrate various factors for teaching,and adjust in time according to student feedback Teaching,and novice teachers teach more according to their own teaching ideas,and make fewer adjustments based on student feedback.Relatively speaking,the integration of expert teachers' PCK is stronger than that of novice teachers;(4)The interviews and classrooms of expert teachers are highly consistent,and they can more effectively transform the knowledge of each component of PCK into practice;(5)The expert teachers have a more thorough understanding of the core literacy of the chemistry subject.They have accurate positioning of the core literacy of the chemistry subject and can effectively implement the core literacy of the chemistry subject into teaching;(6)The integration of PCK has thematic differences The teaching themes that teachers with different scientific teaching orientations are good at are different.The innovations of this study are:(1)There are few studies on thePCK integration mechanism of chemistry teachers in domestic studies,mostly single-dimensional studies or multi-dimensional independent studies.This study combined the core literacy of the chemistry discipline to formulate relevant assessment scales,and compared the PCK integration mechanism of expert teachers and novice teachers.(2)In domestic studies on the PCK integration mechanism of chemistey teachers,there is not much attention paid to the strength of the interactions between the components.This study makes a reasonable adaptation of foreign authoritative evaluation tools,assigns points to each connection,and reflects the strength of PCK integration through the score.(3)In domestic research,there is very little research on the topic of chemistry teachers' PCK.Usually,the PCK in different stages is compared and studied under the same topic.This study selects two topics,analyzes in detail the PCK integration mechanism of the two teachers under different topics,and explores the themes of the PCK integration mechanism.