An Investigation On The Current Situation Of Physics Teaching In Junior Middle School Physics Teachers

To give the students a glass of water, the teacher should have a bucket of water. New curriculum reform continued to deepen, and brought new change to the requirements of the quality of teachers, improve the overall quality of teachers, professional oriented, high-quality has become teacher education is the most basic requirements, teacher professionalization is an important means to realize the new curriculum reform, is the decisive factors to the success of the reform of new curriculum.With the development of the research on the subject teaching knowledge, more and more people pay close attention to the teaching knowledge. So far, the pedagogical content knowledge to difference between teachers and other industries, is peculiar to the teacher’s knowledge, which also to teacher’s teaching has a great influence, is to improve the comprehensive quality of the teachers. Teachers have the structure of the subject teaching knowledge, to measure the level of teaching, whether it can adapt to the teacher’s work. Teachers only have a wealth of knowledge of the subject teaching, improve their own quality, and promote the improvement of teaching knowledge of teachers.This paper is divided into six chapters. Previous studies focused on combing the domestic and foreign research on PCK literature, aiming at the deficiency of existing research, put forward the research contents and key problems; according to the existing PCK theory to determine the junior middle school physics teachers pedagogical content knowledge elements of the study. By using questionnaire, interview and classroom observation and other methods to investigate the current situation of middle school physics teachers’ pedagogical content knowledge, using SPSS data analysis software for data statistics and analysis, found the junior middle school physics teachers about the course in the teaching of knowledge in knowledge about students’ knowledge, problems and other aspects of knowledge about teaching strategies and knowledge about the learning evaluation, and the factors that influence teachers’ pedagogical content knowledge formation is analyzed, on this basis, put forward to improve the teachers effective strategies of teaching knowledge, and through the practice into effect test and interview feedback effect, a total of interviews with experts and teachers a total of 20 people, of which 18 of people think that the strategy is effective. About 90% of the total number of deficiencies, the remaining two people strategy supplement, improve teachers teaching knowledge of the effective strategy is more closely rich.