A Case Study Of High School Physics Teachers' Teaching Design Ability From The Perspective Of PCK

Since the implementation of the new curriculum reform,the relevant documents issued by the Ministry of Education and the concept of“four teachers" have put forward new requirements for teacher teaching.Among them,teaching design ability,as a core content to measure teachers’ teaching standards,is one of the most important standards for examining teachers’ ability.PCK(Pedagogical content knowledge)is blend of teachers’ unique teaching experience,teacher’s unique subject content field and special integration of pedagogical theoretical knowledge.The study of teachers’ teaching design ability based on PCK theory can help teachers at different stages to recognize the insufficiency of their own teaching process,guide teachers to conduct teaching more effectively,and promote teacher professional development.PCK theory and instructional design capabilities are important in physics education research.Based on the focused research on these two topics at home and abroad,the research perspective of the comparative study of the teaching design ability between novice teachers and experienced teachers from the perspective of PCK is firstly determined.Secondly,based on the PCK structural model proposed by Magnuson,The PCK structural model used in this study includes five dimensions:"physics teaching orientation,physics curriculum knowledge,student knowledge,teaching strategy knowledge and teaching evaluation knowledge".In combination with the requirements of new curriculum standard,the dimensions of each dimension of the PCK structure in this study are refined to obtain observational factors,and a classroom observation table is formulated.Then,two high school physics teachers are selected as the representatives of the novice teachers and experienced teachers to conduct case studies,analyzing their teaching design of the"induction current generation conditions","the Lenz’s law","Mutual Induction and Self-Induction"in the"electromagnetic induction" chapter.By using classroom observation table,classroom recording,teaching plans,interviews,the teaching process design and teaching fr-agments of the two teachers are compared to understand the PCK characteristics of the two teachers’ teaching design ability.Finally,according to the analysis of teachers’ classroom teaching cases and scores of each dimension in the table,the PCK characteristics and differences of the novice teachers and experienced teachers in the high school physics teacher groups are summarized.Through case analysis and comparison,the characteristics and differences of PCK in the teaching design of novice teachers and experienced teachers are as follows:there are differences in the orientation of physics teaching,the concept of novice teachers needs to be deepened;the knowledge of physics courses is basically mastered,and the teaching structure of experienced teachers is more complete;teachers have a certain understanding of the student level.But experienced teachers’ understanding is more accurate.Teachers have basic teaching strategies,but the teaching methods are not rich enough;the evaluation methods are traditional,and the evaluation dimensions of novice teachers are single.On the basis of the research conclusions,this paper puts forward suggestions to promote the teaching design ability of two types of senior high school physics teachers from the perspective of PCK.For junior teachers:improve the concept of physics teaching,teaching and educating people in parallel;deepen the understanding of the content of the new curriculum standards,improve the knowledge structure system;think and adjust teaching from the perspective of students,deepen the grasp of learning;highlight the evaluation dimension of improving ability in the teaching process;enrich the effective ways of improving PCK ability.For experienced teachers,teaching strategies should be diversified,educational concepts should be renewed and broadened,knowledge of evaluation methods should be enriched and applied.