On Using Autonnomous Activity Course Develop High School Teachers’ PCK

Teachers ’ pedagogical content knowledge is the knowledge that teachers can express the pedagogical knowledge in a way that students can understand,which is the core of teacher’s professional knowledge,is not only the "key" to open the door of the speciality of teaching work,but also the "weapon" to help teachers succeed in teaching in the classroom.This study regards teachers’ pedagogical content knowledge as a dynamic construction process,and it is considered that teachers can construct and elevate their pedagogical content knowledge by interacting with external context.From "learning by doing" to constructivism,both emphasize that"doing" is the channel of connecting subject and object,so the learning mode of"communication-interaction" in the activity curriculum based on re-conceptualist should be able to benefit the construction of the pedagogical content knowledge of middle school physics teachers,and further improve the pedagogical content knowledge.On the basis of theoretical discussion,this study re-constructs the theoretical model of pedagogical content knowledge according to the goal of the Autonomous Activity Course designed.The pedagogical content knowledge is divided into three dimensions and nine secondary indexes,content knowledge(including knowledge representation,model construction and knowledge application),student knowledge(including student role,cooperative communication and student misunderstanding)and teaching knowledge(including knowledge explanation,knowledge case and questioning).This research focuses on the question of whether the Autonomous Activity Course can improve the pedagogical content knowledge of high school physics teachers,including 3 specific issues,whether Autonomous Activity Course can improve the content knowledge,student knowledge and teaching knowledge.On the basis of the curriculum of "Physics by Inquiry" developed by the University of Washington Physics Education Group,improved through localization,the four courses including Light,Circuit,Kinematics and Dynamics,and the two types of closed and open courses,total twelve "question-experiment-communication-interaction" autonomous activity classes beginning from question of physics are selected.It is hoped that through the implementation of the designed autonomous activities curriculum,pedagogical content knowledge of different source of teachers can be significantly improved,and type and content of Autonomous Activity Course suitable for teachers to build and enhance their own pedagogical content knowledge can be further found out.This study adopts the method of quasi-experiment,taking Autonomous Activity Course as the independent variable,the teacher’s pedagogical content knowledge as dependent variable,33 pre-service and in-service from two different sources of teachers as the research samples.Through adopting control variable method,in two rounds of,alternated with closed and open course types,Autonomous Activity Course experiment of four different progressive courses,experimental intervention for four parallel experiment groups from two different sample sources for 6 weeks is conducted,and changes of teacher’s pedagogical content knowledge impacted by Autonomous Activity Course is further analyzed.This study uses the performance evaluation scale to gather the research data,use the evaluation scale to record the performance and change of the three dimensions of the content knowledge,the student knowledge and the teaching knowledge in the Autonomous Activity Course,from two aspects,the change of longitudinal intervention time of independent variable and the transverse change of the independent variable,conduct semi-quantifying analysis on the change of the content knowledge,student knowledge and teaching knowledge of the research samples under intervention of Autonomous Activity Course.The study concludes,1.In general,Autonomous Activity Course can significantly improve the pedagogical content knowledge of high school physics teachers.The closed Autonomous Activity Course guided by autonomous learning materials designed by this study can provide a good external context for construction of pedagogical content knowledge of pre-service and in-service high school physics teachers,and help teachers to build and comprehensively improve their pedagogical content knowledge.2.When it comes to the three dimensions of pedagogical content knowledge,there are slight differences among the improving effect of autonomous activities curriculum on the content knowledge,student knowledge and teaching knowledge.(1)In the content knowledge dimension,with the increase of the intervening time in the closed autonomous activities curriculum,the knowledge understanding,model construction and knowledge application of research samples from different sources can be improved,while in the open autonomous activities curriculum,the content knowledge construction of research samples decline.Compared in the time of intervention and the course type,the content of the curriculum has little influence on the content knowledge of the research samples.(2)In the student knowledge dimension,with the increase of the intervention time of Autonomous Activity Course,the closed and open Autonomous Activity Course both can significantly improve the recognition and entry of the students’ role in different sources,and the ability of cooperating and communicating.But the closed Autonomous Activity Course is more helpful to improve the understanding and correction of the students ’ misunderstanding.Compared in the time of intervention and the course type,the content of the curriculum has little effect on the student knowledge change of the research samples.(3)In the teaching knowledge dimension,with the increase of intervention time of closed Autonomous Activity Course,research samples from different sources can,on the basis of knowledge understanding,better conduct the knowledge explanation,focus on the accumulation of knowledge cases,and try to ask open questions,while in the open Autonomous Activity Course,because of the lack of understanding of knowledge,the construction of teaching knowledge of research samples also decline.Compared in the time of intervention and the course type,the content of the curriculum has little effect on the teaching knowledge of the research samples.