Junior High School Physics Teacher Pedagogical Content Knowledge Of The Case Studies

Teaching is a kind of cognitive process in which teachers and students participate. In this process ,teachers command how to use their own knowledge and how to acquire knowledge to make their teaching more efficient. This study put pedagogical content knowledge (PCK) as a studied object , and try to discuss.Pedagogical Content Knowledge is that a teacher transforms his own knowledge of subject to students with a style intelligible to students. This study is based on . Julie Gess-Newsome and Norman G. Lederman, s theory ,which conceptualize pedagogical content knowledge as consisting of five components :(1) orientations toward science, (2) knowledge and beliefs about curriculum, (3) knowledge and beliefs about students, understanding of specific topics, (4) knowledge and beliefs about assessment ,and (5) knowledge and beliefs about instructional strategies for teaching. The main purpose of this study is to investigate what is physics teacher,s pedagogical content knowledge during teaching process, what characteristics it has, and why it is shaped. This study adopts a qualitative case study which includes interview, observation, literation, and investigates pedagogical content knowledge of X teacher in a middle school. After half and a month ,I have got actuality about X teacher, pedagogical content knowledge, and after analysis I summarize characteristic of X teacher, pedagogical content knowledge: (1)There is a conception that it is the most important to deal with examination in pedagogical content knowledge;(2)Pedagogical content knowledge is practical and origins from teaching experiences;(3) Pedagogical content knowledge has a lack of knowledge about education theory as a base.(4) Every portion of pedagogical content knowledge develops with imbalance. At the same time ,I have analysed the reasons which promote the development of pedagogical content knowledge and have educed some factors (1)teaching circumstance and teaching request (2) teaching experience and self-thinking (3) professional books (4) training in active service and professional activities. At last, I put forward some advices to promote development of pedagogical content knowledge and advance teaching level of teachers. This study pays attention to teaching process, teachers and students and investigates every portion of pedagogical content knowledge in detail in order to offer some important information to other studies. But because my study,s object is a teacher ,it is confined in a special area with some students ,some teaching content, and unable to be generalized. Therefore, methods used in the study limit several details unfound.