A Case Study On The Current Situation Of Teaching Knowledge Of Buoyancy Discipline In Junior Middle School Physics Teachers

Education is the foundation of social progress and national revival, is the basic way to improve the national quality and to promote people’s all-round development.Developing education have priority to realize the comprehensive construction well-off society goal, it has decisive significance.Teacher is the dominant of education, the development of education depends on teachers, education reform lies in teachers. With the social progress and the development of science, the teacher of this effect is more outstanding. With further advance of curriculum reform in our country, teachers’ professional knowledge and skills between insufficient contradiction is highlighted.People used to think that it is perfect for a teacher who have enough professional knowledge, but that is not the case.Teachers’ quality of teaching depend on the combination of professional knowledge and teaching knowledge, namely pedagogical content knowledge(PCK).It was propose in 1986 by Stanford university professor shulman fist, the core is to provide a tools that reflects the teachers’ professional characteristics and understand what is professional teacher.Pedagogical content knowledge is the integration of teacher unique special integration of subject content and pedagogy,it is the most effective part of teachers’ knowledge, is the teachers’ personal teaching experience, is the most important knowledge to distinguish subject and teacher experts.This thesis is divided into five chapters: the first chapter is introduction, pointed out that pedagogical content knowledge is important in the background of the new curriculum reform.Combing the literature of PCK in china and abroad, aiming at the shortcomings of the existing research, put forward the main purpose and significance of this study.The second chapter is basis and implementation of the thesis.The third chapter is the status of teacher’s pedagogical content knowledge. By using the methods of questionnaire, interview and class observation about a middle school physics teachers.The fourth chapter is the teacher’s PCK characteristic and influencing factors. Comparing X teachers’ PCK to curriculum standard of physics subject, found that X teachers pedagogical content knowledge status have some shortage.The fifth chapter is the effective Strategy to promote teachers’ pedagogical content knowledge formation,Put forward effective strategies.The sixth chapter is is the study of the reflection and prospect.