Research On The Construction Of Pedagogical Content Knowledge (PCK) Of Middle School Chemistry Teachers

As a middle school chemistry teacher,in the face of the specific theme of the chemistry subject he teaches,he does not directly instill knowledge into the students,but turns his own understanding of the subject curriculum knowledge into his own systematic thinking before class.After that,through the classroom teaching practice,the subject curriculum knowledge is promoted to students' learning by the way of knowledge representation that they think is most beneficial to students' understanding.In this process.The core knowledge used by teachers is the pedagogical content knowledge(PCK)proposed by Professor Shulman of Stanford University in 1986.At the same time,teachers also continued to build up their new PCK understanding in their classroom teaching practice.For a specific topic,PCK specifically includes the curriculum knowledge about the topic,the students' knowledge about the topic,the teaching strategies and representations of the topic,and the knowledge about the teaching evaluation of the topic.As the basis of teachers' professional knowledge,PCK is the core symbol of distinguishing between subject experts and subject teachers,and it is also a concrete manifestation of how teachers are professional in different professional development stages.Although PCK is crucial for teaching transformation,from the conceptualization of PCK for more than 30 years,people have far from reaching a consensus on the ontological understanding of PCK.For example,what is the meaning of PCK?When people express different ideas with the same concept,it will naturally lead to confusion in theoretical research.On the basis of the consensus that PCK is the basis of teachers' professional knowledge,people have not paid enough attention to how PCK affects teachers' teaching transformation of knowledge.Therefore,this study is based on exploring how the pedagogical content knowledge(PCK)of middle school chemistry teachers is constructed in classroom teaching practice.To this end,this research uses the research methods such as literature research method,investigation research method and case study method,and combs the theory of PCK related ontology and related to PCK construction,and puts forward the basic position of PCK ontology and the theoretical framework that intelligent practice depends on the construction of PCK.At the same time,the current situation of PCK for novice and experienced chemistry teachers was investigated,taking the chemical theme "composition of solution" as an example.By analyzing the process,influencing factors and essence of PCK construction of case chemistry teachers,the strategies and conditions for promoting PCK construction of chemistry teachers are put forward.The full text is mainly divided into six parts.The first part mainly introduces the background,purpose,significance and methods of the research.The second part discusses the implication of PCK and its construction theory,which lays a theoretical framework for this study.The empirical research of the third and fourth parts provides the basis for the fifth part of PCK Construction Countermeasures research,and also provides the enlightenment for the sixth part of PCK construction conditions guarantee.The concrete contents are embodied in the following aspects:The first part is introduction.As a knowledge converter,teachers own PCK which is very important for teaching transformation.Based on the author's actual experience as a teacher of chemistry pedagogy,the application of PCK as a research framework in the field of education and the importance of PCK for effective chemistry classroom teaching,this paper puts forward how to construct PCK in the classroom teaching practice.The solution of this problem is of great theoretical and practical significance,so we will adopt many research methods,such as literature research,questionnaire survey and case study,to study this problem.The second part discusses the meaning and construction of pedagogical content knowledge(PCK).Scholars have two ways to understand the connotation of PCK.One is to define the "genus" of PCK by ascertaining its superordinate concept,and then to define PCK in a highly abstract way.The second is to define the operational definition of PCK by defining the specific elements in the PCK system.The fundamental reason for the inconsistency of PCK elements is that scholars have not distinguished between the elements of PCK system itself and the factors affecting PCK system.For the structure of PCK,scholars also construct it from two perspectives: one is to arrange and combine the elements of PCK structure based on the perspective of system;the other is to see from the perspective of process theory,which knowledge or influence PCK is from,because it is transformed into its own.We think that the PCK structure model of process theory is essentially the representation of PCK diachronic state,while the PCK model of system methodology is the synchronic structure of PCK.The synchronic system structure view of PCK reflects the static structure view of PCK,while the diachronic structure view of PCK reflects the dynamic structure view of PCK in the process of teaching practice.In view of the difference in the form of PCK among teachers before,during and after class,the analysis of PCK structure should be carried out by combining system theory with process theory.As for the types of PCK,as long as the standards are different,the types are also diverse.As a kind of knowledge,PCK has its own characteristics,which are different from other kinds of knowledge.From this point of view,we believe that the most core characteristics of PCK are embodied in its own transformation and thematic specificity.Because the types and properties of PCK are diversified,so we should make clear what form and stage of PCK measurement is.For different types and forms of PCK,we should also adopt diversified methods to measure PCK.Only in this way can we capture PCK in an all-round way.In addition,based on the perspective of knowledge transformation stage,we examine the construction of PCK.We put forward the theoretical framework of PCK for the construction of intelligent practice orientation: for teachers,the PCK of intelligent practice orientation is formed by teachers' continuous reflection and practice of self teaching practice,which can be claimed by teachers before class.In the process of teaching practice,the static PCK elements interact to form a practical wisdom which integrates teachers' knowledge,emotion,skills,wisdom and other elements and forms in the dynamic process of teaching.When this kind of practical wisdom is displayed in the process of teaching activities,we think that the PCK used by teachers is the PCK with the orientation of intelligent practice.Intelligent Practice Orientation PCK emphasizes that teachers have certain teaching wisdom and strong teaching ability when they complete teaching tasks.At the same time,it emphasizes that PCK of this orientation can be constructed gradually only through continuous reflection of teachers' teaching practice.The intelligent practice orientation PCK is a new theoretical framework for understanding PCK based on the concept of PCK static structure and the pedagogical content knowledge(PCK)dynamic structure concept proposed by Cochran(Cochran)in the early days of Schulman.The third part is the investigation and analysis of PCK status of middle school chemistry teachers.Through the revised PCK Content Representation questionnaire and the teacher's self-edited instructional design,the PCK of the "solution composition" of the novice and experienced chemistry teachers was investigated.The content analysis method is used to analyze the status quo of the four elements of the PCK of the novice and experienced chemistry teachers,and the commonalities and differences of the four elements of the two types of teachers are analyzed.The fourth part is to analyze the PCK construction process of three excellent case teachers in chemistry.Through the case study of the PCK construction process of excellent chemistry teachers,it is found that the PCK construction process can be divided into five stages: search and extraction;understanding and internalization;integration and externalization;representation and implementation;reflection and sublimation.It is pointed out that the essence of PCK construction in the course of classroom teaching practice is embodied in the following aspects: the embodiment of various elements of pedagogical content knowledge(PCK)in the advanced stage of cognitive process;the deep understanding of curriculum elements in pedagogical content knowledge(PCK)is the key to the construction of PCK;the integration of pedagogical content knowledge(PCK)and other elements is the prerequisite for the successful construction of PCK;and the construction of pedagogical content knowledge(PCK)is the guarantee for the successful construction of PCK;The construction of pedagogical content knowledge(PCK)is a process of continuous transformation between static and dynamic PCK.The fifth part is about the strategies for the construction of PCK for middle school chemistry teachers.Based on the four elements of PCK,the teaching plan and design strategies are put forward as follows: in the preset stage of teaching,we can deeply understand the knowledge of chemistry curriculum: carry out the deep teaching design of chemistry;follow the core law of students' learning chemistry: carry out the teaching design according to the theory of triple representation;use the general teaching strategy of chemistry teaching: use the strategy of three-line integration to carry out the teaching design;Chemistry Learning Evaluation in Real Situations: Teaching Design in STSE Real Situations.Teaching Representation and Implementation Strategies: Chemistry teaching can be carried out by means of diversified teaching representations;communication activities between teachers and students can be carried out with the concept of life;insight into students 'classroom changes and concise teaching tact to realize the construction of PCK.Teaching monitoring and reflection strategies: to propel the construction of PCK with modern educational concepts;to enhance the ability of experimental teaching reflection to promote the middle school chemistry construction of PCK;to generate new teaching ideas and continue to practice and improve to accelerate the construction of PCK.The sixth part is the condition guarantee for the construction of PCK for middle school chemistry teachers.The conditions for the construction of PCK include the following aspects: shaping the self-consciousness of teaching reflection based on the perspective of PCK;improving teachers' self-knowledge management ability;forming a school teaching and research culture under the guidance of PCK framework;clarifying the identity and responsibilities of subject teaching theory teachers;and strengthening the construction of PCK resource bank and other related teaching resources.