Research On The Model Construction And Current Situation Of ST-PCK For Junior Middle School Physics Teachers

"Scientific thinking" is an urgent call for the quality of innovative talents in the21 st century,and "teaching for thinking" is an important pursuit of education and teaching reform in the new era.The compulsory education physics curriculum standards point out that it is necessary to improve students' scientific literacy and cultivate students' good thinking habits,and the latest version of the high school physics curriculum standards also proposes that scientific thinking is an important dimension of the core literacy of physics.In order to cultivate students' scientific thinking,teachers must first have the corresponding knowledge base,one of which is the teacher's teaching knowledge about the cultivation of students' scientific thinking.Scientific Thinking for Pedagogical Content Knowledge(ST-PCK)refers to the subject teaching knowledge that teachers must have to cultivate students' scientific thinking.Junior high school physics teachers have the level of teaching knowledge about the cultivation of students' scientific thinking,which will affect the teaching effect and quality of teachers' scientific thinking training of students.Therefore,the study of the components,basic structure,development process and realistic condition of junior high school physics teachers can not only provide theoretical reference and practical basis for the development of ST-PCK for junior high school physics teachers,but also effectively promote the improvement of physics teaching quality.This research adopts a research paradigm that combines qualitative research and quantitative research.Based on system thinking theory,Bloom's target taxonomy and other related theories,this research deeply studies the subject teaching knowledge cultivated by junior high school physics teachers' scientific thinking.It mainly covers the following aspects: First,discuss the connotation,types,characteristics and so on,and in-depth analysis of ST-PCK components of junior high school physics teachers.On this basis,the structure model of ST-PCK for junior high school physics teachers is established,and the ST-PCK for junior high school physics teachers is determined.Limited-basic-proficient-excellent" four-stage development level.Secondly,combining the two methods of theoretical analysis and Delphi expert consultation,further determine the evaluation index system of the subject teaching knowledge of junior high school physics teachers on the cultivation of students' scientific thinking.This evaluation indicator system includes four first-level indicators,twelve second-level indicators,and several third-level indicators.Thirdly,based on the analysis of existing evaluation tools,the ST-PCK evaluation tool for junior high school physics teachers was developed through expert review and small-scale test.The evaluation tool is composed of scale questions and multiple choice questions,covering all test indicators,and both reliability and validity are good.Finally,they conducted a questionnaire survey for junior high school physics teachers across the country.Based on the results of the survey and interviews,we will gain in-depth understanding of the factors that affect junior high school physics teachers' scientific thinking training subject teaching knowledge,and it provides references and suggestions for physics teachers to improve their level of scientific thinking training subject teaching knowledge.The research results show that the ST-PCK for junior high school physics teachers has a four-layer four-dimensional complex structure;the developed evaluation tool can visualize the ST-PCK for junior high school physics teachers;the performance of ST-PCK for junior high school physics teachers in rural areas is relatively weak;the overall level of ST-PCK for physics teachers is relatively high Good,but there are individual differences;the performance of physics teacher ST-PCK is the result of a combination of many factors.Based on the research results,five rationalized teaching suggestions are put forward for the development of ST-PCK for junior high school physics teachers.The first is to deepen the reform of education policies and include scientific thinking in the professional competence standards of teachers;the second is to explore training models targeting ST-PCK training in accordance with the actual development needs of teachers;the third is to set a benchmark for teacher professional progress and strengthen ST-The subjective initiative of PCK development;the fourth is to optimize the knowledge structure of junior high school physics teachers to lay the foundation for the development of ST-PCK;the fifth is to move towards scientific thinking education and integrate ST-PCK into physics teaching practice.