Evaluation Of TSPCK Of Chemistry Teachers In Senior High School With The Theme Of Redox Reaction

Subject pedagogical knowledge(PCK),as the core of teachers’ professional knowledge,is an important content of teachers’ professional development.To carry out teacher PCK evaluation can scientifically and comprehensively understand teacher PCK development level,which is the inevitable demand of teacher professional development research.This study takes a specific topic as the research object.By developing a TSPCK assessment tool for teachers’ subject teaching knowledge(TSPCK)on a specific topic,it evaluates the TSPCK of high school chemistry teachers on the topic of "REDOX reaction",reveals the development status and level performance of TSPCK of high school chemistry teachers,and helps teachers to understand their own TSPCK development level.It further enriched teacher PCK theory and promoted the professional development of teachers.The author sorted out the research status of PCK theory at home and abroad through literature research,proposed the specific connotation and constituent elements of TSPCK,constructed the teacher TSPCK element system based on the five-element model proposed by Park,determined the observation points of each element combined with literature research,and then constructed the evaluation framework of teacher TSPCK.The evaluation criteria of all levels of indicators adopt the grade grading method to form an evaluation scale,and the evaluation index system is 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,the TSPCK questionnaire of high school chemistry teachers with the theme of "REDOX reaction" was compiled to verify the feasibility of the TSPCK assessment tool for teachers,and analyzed the overall level of TSPCK for high school chemistry teachers and the development level of each element.Finally come to a conclusion.According to the conclusion of empirical investigation,some suggestions are put forward to improve the TSPCK level ability of high school chemistry teachers.Through the research,the following conclusions are drawn: the teacher TSPCK evaluation tool developed in this research is suitable for high school chemistry teachers from the perspective of measurement indicators.The empirical survey results show that the overall level of high school chemistry teachers TSPCK is high,with the largest number of teachers in the Third Estate.The development level of teachers TSPCK gradually increases with the increase of teaching age.A specific analysis of the abilities of various elements in TSPCK for high school chemistry teachers found that the development of each element level was uneven,with teaching objective knowledge being the simplest,followed by evaluation knowledge,student knowledge,and teaching content knowledge,and teaching strategy knowledge being the most difficult.Teachers need to take targeted measures to improve their TSPCK level in the teaching process.