The Measurement And Assessment Of Topic Specific Pedagogical Content Knowledge Of Chemistry Teachers

The key to social development is education,and the key to educational development is teachers.Teachers' professional knowledge is an important content of teachers' development,and teachers' pedagogical content knowledge(PCK)is the core of teachers' professional knowledge.Carrying out PCK measurement is an important way to understand the development of teachers' PCK,which is an inevitable requirement for teachers' professional development.This research developed a measurement tool of topic-specific pedagogical content knowledge(TSPCK)based on specific topics,so as to evaluate teachers' TSPCK comprehensively and scientifically.The test results provided empirical evidence for teachers' education courses,and advices proposed for effectively promoting teachers' professional development.The thesis consists of eight chapters.The first chapter expounds the research background,and discusses the significance of the research from both theoretical and practical aspects;then puts forward research questions and specific research tasks,and defines research ideas and research methods.The second chapter reviews current international researches on teachers' PCK.First,summarizes the researches on PCK in foreign teachers from three aspects: the meaning of PCK,the research on PCK elements,and research on the current situation of PCK;then,it analyzes the research results and hot pots of domestic teachers' PCK with the method of Mapping Knowledge domain analysis.The results show that there are relatively few researches on teachers' PCK measurement in China,and there is also a lack of researches on teachers' TSPCK measurement.The third chapter analyzes the international typical teachers' PCK measurement tools.Firstly,it introduces six kinds of teachers' PCK measurement tools currently used in foreign countries in detail;then it analyzes the characteristics of the six measurement tools from several aspects such as PCK evaluation framework,test questionnaire and evaluation method,and puts forward some enlightenments for teachers' TSPCK measurement.The fourth chapter constructs the teachers' TSPCK measurement framework.First,TSPCK is derived from the teachers' PCK hierarchy model,and the characteristics of teachers' TSPCK are explained,and the teachers' TSPCK element framework is constructed.On this basis,combined with the five-element model proposed by Park and existing relevant research results,the teachers' TSPCK observation points are analyzed,extracted,and summarized.Finally,through interview and survey,the observation points are modified to form the teachers' TSPCK measurement framework,which consists of five elements: topic-based teaching objective,topic-based content-related knowledge,topic-based students' knowledge,topic-based pedagogical tactic knowledge,and topic-based learning evaluation knowledge.Each element has 1 to 5 different observation points,and a total of 12 observation points for all.The fifth chapter develops teachers' TSPCK measurement tool.The measurement tool includes two parts,test questionnaire and evaluation method.First,the TSPCK test questionnaire is developed according to the teachers' TSPCK measurement framework.Then,based on a comprehensive analysis of the evaluation methods in PCK measurements of foreign teachers and the professional development standards of teachers in primary and secondary schools in China,the evaluation criteria of TSPCK is determined.Finally,through interview and survey,the testing questionnaire and evaluation criteria were modified to form the teachers' TSPCK measurement tool.The test questionnaire is composed of personal information survey and 12 open-ended questions.The evaluation criteria uses grade scoring method.Each observation point has four grades,and the grade performance descriptions are determined,which is convenient for researchers to formulate and use topic-based assignment criteria.The sixth and seventh chapters are the TSPCK measurements on the topic of solubility of junior high school chemistry teachers and the topic of chemical equilibrium of high school chemistry teachers.First of all,the objectives of the two topics in the curriculum standards and examination instructions are clarified,and the misconceptions of students in the topics of solubility and chemical equilibrium are analyzed.On this basis,the content knowledge of the two topics are determined;then,chemistry teachers in junior and senior high schools are tested,and the reliability and validity of the tests are tested.The results show that:(1)The overall performance of teachers' TSPCK on the topics of solubility and chemical equilibrium shows a normal distribution.Among the five elements of TSPCK,the student knowledge is the most difficult aspect,while the curriculum knowledge,evaluation knowledge,tactic knowledge are second,and objective knowledge is the easiest aspect;(2)Teachers' TSPCK performance is different under the background of different genders,schools,and titles;(3)The grades of the answers to the various questions in teachers' TSPCK elements on the topic of solubility and chemical equilibrium are different,especially the performance in each knowledge point is also different;(4)The high-quality performances of teachers' TSPCK on the topic of solubility and chemical equilibrium are extracted,and a knowledge base of solubility TSPCK and chemical equilibrium TSPCK of chemistry teachers is established.The eighth chapter is the research conclusion,inspiration,and prospect.In this study,the measurement framework of teachers' TSPCK is constructed,and the measurement and assessment tool of teachers' TSPCK is developed,which is used to test the junior high school chemistry teachers' solubility TSPCK and high school chemistry teachers' chemical equilibrium TSPCK.The research process and results suggest that teachers' PCK measurement and assessment must be based on specific topics,and the teachers' TSPCK development is directly proportional to the growth of teaching age;it is necessary to strengthen teachers' cognition to topic-based content knowledge and topic-based students' knowledge,so as to promote the integration of teaching,learning and evaluation;it is necessary to establish an information-based "cooperative research community",use network resources to study teachers' TSPCK on different topics,the development process and mechanism of teachers' TSPCK.Teachers' TSPCK measurement and assessment is an inevitable requirement for teachers' professional development research.This research constructed teachers' TSPCK measurement framework and developed a teachers' TSPCK measurement tool for different disciplines and topics.Through the test of the junior high school chemistry teachers' solubility TSPCK and high school chemistry teachers' chemical equilibrium TSPCK,it revealed the development status and performance of middle school chemistry teachers' TSPCK,and determined high-quality TSPCK for these two topics.The research results enrich the teachers' PCK theory,and have important value and significance for promoting teachers' professional development.