Evaluation Of TSPCK For High School Chemistry Teachers With Ionic Reaction Theme

Disciplinary Content Knowledge,or PCK for short.Is the core content of teachers’ professional knowledge.Evaluating teachers’ PCK can better understand the level of teachers’ professional development,which is an inevitable demand for teachers’ professional development.In particular,the research on subject specific teaching knowledge is of more practical significance.However,compared with foreign countries,there is less research on the evaluation of teacher PCK for specific topics in China.This research is dedicated to developing a tool for evaluating the teaching knowledge of high school chemistry teachers in specific subject areas and evaluating the TSPCK of high school chemistry teachers under the topic of ion reaction,providing knowledge for teachers to understand their own TSPCK level,thereby promoting teacher professional development.This paper uses the literature research method to sort out the domestic and foreign researches on teachers’ PCK,and summarizes the connotation of PCK,the elements of PCK and the measurement tools of PCK.In addition,based on the five-factor model proposed by Park,a teacher’s TSPCK element system is constructed,and the observation points of each element are determined in combination with literature research,so as to construct a teacher’s TSPCK assessment framework.In combination with Park’s grading method for teacher PCK and the professional development standards for primary and secondary school teachers,the evaluation scale was formed,and the evaluation index system was modified through interviews.On the basis of referring to foreign CORE assessment tools and combining with the teaching characteristics of domestic teachers and the developed assessment scale,a questionnaire on TSPCK of high school chemistry teachers with the theme of "ionic reaction" is compiled to verify the feasibility of the TSPCK assessment tool for teachers,and analyze the overall level of TSPCK of high school chemistry teachers and the development level of each element.Finally come to a conclusion.The results show that the TSPCK evaluation tool developed in this study is suitable for high school chemistry teachers in terms of measurement indicators.The overall performance of high school chemistry teachers shows a normal distribution,and the number of high school chemistry teachers in the third grade is the largest.The TSPCK of high school chemistry teachers has uneven ability development level in five elements,among which the teaching objective knowledge dimension scores the highest,the teaching strategy knowledge dimension scores the lowest.In the teaching process,teachers need to take targeted ways to improve their TSPCK level.