Research On Senior High School Chemistry Teachers' PCK In Argumentation Teaching

Argumentation teaching PCK is when teachers are aiming at specific subject knowledge or problems,in the process of argumentation teaching,use representations that students can easily understand,to impart effectively to the students the knowledge to be taught,it is a special kind of knowledge in teacher's argumentation teaching.This study takes senior high school chemistry teachers as the research object,and used the methods of questionnaire and interview to explore the PCK level of its demonstration teaching,in order to provide some useful reference for the improvement and professional development of senior high school chemistry teachers' demonstration teaching PCK.On the basis of studying the related literature of argumentation teaching and PCK,from the four dimensions of argumentation teaching ontology knowledge,student knowledge in argumentation teaching,teaching strategy knowledge of argumentation teaching and evaluation reflective knowledge of argumentation teaching,a questionnaire on subject teaching knowledge of argumentation teaching for senior high school chemistry teachers is compiled.A survey of 164 senior high school chemistry teachers in Hebei Province,and to investigate the shortcomings and problems found in the interview.The main conclusions of the study are as follows:(1)The PCK level of high school chemistry teachers' argumentation teaching is in the middle level as a whole.(2)Senior high school chemistry teachers demonstrate that the development of the four dimensions of teaching PCK is unbalanced,and there is a significant correlation among the four dimensions,which are interrelated,influencing and restricting to each other.(3)The internal factors that influence PCK level of argumentation teaching of senior high school chemistry teachers include teacher's gender,teaching age,education background,professional title,number of teachers' graduating classes and teachers' attitude towards argumentation teaching.External factors include: type of school,student factors,teaching time,class size,textbook factors,and training activity factors.All these factors have an impact on the level of PCK.(4)High school chemistry teachers have weak ontological knowledge of demonstration teaching,low learning initiative,and insufficient comprehensive and systematic knowledge of demonstration teaching(5)High school chemistry teachers are not strong in the consciousness of reflective evaluation and fail to carry out positive and effective reflection in teaching.Based on the above survey conclusions,this study proposes suggestions for the improvement of PCK in the demonstration teaching of high school chemistry teachers from four aspects: the improvement of ontology knowledge in demonstration teaching,the improvement of student knowledge in demonstration teaching,the improvement of teaching strategy knowledge in demonstration teaching,and the improvement of the evaluation and reflection knowledge in demonstration teaching.