A Study On TSPCK Evaluation Of Chemistry Balance Of High School Chemistry Teachers On Specific Topics

Under the background of the new curriculum reform,the requirements of the society on teachers are increasing gradually.Teachers should not only help students acquire knowledge and master skills,but also cultivate students’ core qualities.Therefore,teachers need to improve their professional quality,and the most important part of teachers’ professional quality is subject teaching knowledge(PCK).PCK represents the integration of teaching content and teaching method,which is composed of teachers’ knowledge,teachers’ behavior and causes of teachers’ behavior.PCK includes the understanding in teachers’ mind and the presentation of teachers’ behavior,which is an important content of teachers’ professional development.Research shows that teachers’ PCK level affects the quality of the classroom.TSPCK refers to teachers’ subject teaching knowledge under specific topics,which is the improvement and supplement to the previous teachers’ PCK assessment and has important analysis and reference value.The evaluation and research of TSPCK can help teachers find their own shortcomings and plan their future development reasonably,and enrich the theoretical system of PCK to a certain extent.After collating and analyzing domestic and foreign literatures,the connotation and constituent elements of PCK are determined.Under the guidance of literature research,PCK theory,constructivism theory,teacher professional development theory and other theories,TSPCK is determined to be composed of four core elements: content knowledge of thematic teaching,students-specific thematic knowledge,thematic teaching strategy knowledge and thematic evaluation knowledge.Based on the requirements of CORE literacy,the evaluation tool developed by Erikson College in the United States was used to construct the TSPCK evaluation scale for high school chemistry teachers with the theme of "chemical balance".The questionnaire based on the evaluation scale was compiled by referring to the core tool,and the scoring rules of TSPCK were determined.The evaluation tool was modified and improved by interviewing.And the questionnaire and the grading rules were examined by experts.After analyzing the feasibility of the evaluation tool,the TSPCK level of chemistry teachers in high school with the theme of "chemical balance" is investigated and the research conclusion is drawn.According to the results of data analysis,suggestions are put forward to improve teachers’ TSPCK level in view of the problems existing in teachers’ TSPCK.Through the research,the following conclusions are drawn: first,the overall performance of TSPCK of high school chemistry teachers with the theme of "chemical balance" is relatively concentrated,and most teachers are at the "basic" level and "mature" level.Second,the performance of teachers in the four qualities of TSPCK is different,the development of teachers’ level is unbalanced,and the level of thematic evaluation knowledge needs to be improved.Thirdly,teachers have different levels of corresponding abilities under various elements of TSPCK,unbalanced development of teachers’ abilities,and insufficient ability to adjust teaching strategies and choose evaluation methods.Fourthly,according to the results of the survey,the author puts forward some suggestions on the improvement of teachers’ TSPCK level,hoping to provide reference for teachers’ teaching in the future.