A Study On The Development Of PCKg For Rural High School Physics Teachers Under Live Remote Classroom

As the task of educational reform progresses,much attention is being paid to the professionalisation and development of teachers.In the past two years,several departments have even emphasized the primacy of the professionalization of the rural teaching force in education.As a basis for teacher professionalisation,teacher knowledge has begun to move away from subject teaching knowledge（PCK）towards constructivistbased subject teaching cognition（PCKg）.The construction and development of PCKg stems from teachers’ own learning,reflection and practice.However,rural physics teachers’ development of PCKg is limited by the imbalance of resources in various areas.In response to the problem of unbalanced rural education,China has introduced relevant policies and initiatives,among which satellite based live remote teaching has achieved better results in the western region.Therefore,this paper conducts a practical study on how to promote the development of rural high school physics teachers’ PCKg based on the background of live remote teaching.This paper consists of the following four main parts.In the first part,the current status of domestic and international research on live remote teaching and PCKg is sorted out,and the concepts of teacher knowledge,PCKg and live remote teaching are defined by combining the materials and books reviewed and one’s own understanding.In the second part,through the analysis of a large amount of literature and materials,combined with the understanding of physics teachers’ PCKg,a questionnaire was designed to investigate the current situation of rural high school physics teachers’ PCKg,the ways of PCKg formation,and the factors affecting their PCKg development,and the reliability and validity of the questionnaire and the results were analysed.In the third part,the three observation dimensions（student learning,teacher teaching and curriculum context）of the "LICC" classroom observation paradigm proposed by Professor Cui Yun-huo were combined with the physics teachers’ PCKg to develop a classroom observation scale,observe the teachers’ lectures at the front end of the live remote classroom,and analyse the results of classroom observation to obtain the overall structure of physics teachers’ PCKg in famous schools: physics subject cognition,physics teaching cognition,physics context cognition and cognition about students.In the fourth part of the study,using the live remote resources and the PCKg content structure of the physics teachers,we used Newton’s First Law and the Senior 3 Exercise Class as examples to go through the practical research process of "observation and learning-teaching design-teaching practice-exchange and reflection-teaching again",and analysed the results of the practice.The results were analysed and suggestions were made for the development of PCKg for rural high school physics teachers in terms of lesson preparation,listening,reflecting,paying attention to students and valuing STSE education.The results of the study show that the level of PCKg of rural high school physics teachers at this stage is not high,especially in the areas of physics teaching knowledge and knowledge about students.Making good use of live remote teaching resources can contribute to the development of rural high school physics teachers’ PCKg.