Research On The Current Situation And Improvement Strategies Of PCK Among High School Geography Teachers In Luoyang City Under The Background Of "New Curriculum Standards"

In 2017,the geography curriculum standards for ordinary high schools were promulgated,marking a new stage of development for the reform of geography curriculum.In this context,geography teachers must change their curriculum concepts and update their teaching knowledge to meet the requirements of the "new curriculum reform" in high school geography.The effectiveness of the "New Curriculum Reform" is directly reflected in classroom teaching.Teachers are the specific executors of classroom teaching,and Pedagogical Content Knowledge(PCK),as the core part of teacher knowledge,has a significant impact on teacher teaching implementation and decision-making.However,the current status of Pedagogical Content Knowledge among high school geography teachers in Luoyang and how to further improve their Pedagogical Content Knowledge level still need to be investigated and studied.Based on the PCK pentagon structure model of Park et al.,combined with the requirements of the new curriculum standard and the characteristics of geography discipline,this research constructs the geography teacher PCK structure,which is divided into five elements: subject knowledge,curriculum knowledge,knowledge about students,teaching strategy knowledge,and teaching evaluation knowledge.On this basis,a questionnaire was prepared and a survey was conducted among general high school geography teachers in Luoyang City to understand the current status of PCK development among high school geography teachers in Luoyang City.Based on the results of the questionnaire,further interview surveys and classroom observations were conducted to uncover details of the current status of PCK among high school geography teachers.The results of the questionnaire,interviews,and classroom observations led to the following conclusions: high school geography teachers have a relatively high overall level of PCK,but there are still significant deficiencies in teaching evaluation knowledge and teaching strategy knowledge;there are significant differences in the level of Pedagogical Content Knowledge among high school geography teachers of different teaching years——Overall,with the increase of teaching years,the level of Pedagogical Content Knowledge among teachers continues to improve;Teaching practical experience,daily communication with colleagues,and communication with students are the main sources of knowledge for geography teachers in PCK,but geography teachers pay less attention to paper writing and research projects,as well as reading professional books and journals.In response to the above research conclusions and the practical needs of PCK training for high school geography teachers,this study proposes strategic suggestions to improve the PCK level of high school geography teachers from the perspectives of individual teachers and social support.At the personal level of teachers,geography teachers should consciously construct Pedagogical Content Knowledge system to enhance the depth and breadth of knowledge;Strengthen teaching practice and implement teaching reflection;Strengthen teacher-student communication and pay attention to students’ growth;Actively develop curriculum resources both on and off campus.At the level of social support,it is necessary to establish a geography teaching and research group and build a learning community;Enriching geography teaching and research activities to enhance the effectiveness of teaching and research;Conduct various forms of teaching skills competitions and educational practice activities.I hope to continuously develop and improve Pedagogical Content Knowledge of geography teachers based on the above strategic suggestions.