Research On The Pedagogical Content Knowledge Of Senior High School Chemistry Teachers

New curriculum reform has been launched nationwide, and many provinces have entered the second round of learning, teachers understanding of the new curriculum and their own knowledge structure, etc, are the important factors in the new curriculum reform. Especially new chemistry course emphasize the new teaching idea and teaching mode, all has changed greatly compared with traditional teaching, this professional quality of the chemistry teachers demanding higher, so pedagogical content knowledge as core knowledge of chemistry teachers are becoming increasingly important.This article uses the《Chemistry 1》,《Chemistry 2》as the carrier and designs a questionnaire to investigate and analysis the present situation that senior high school chemistry teachers mastery of pedagogical content knowledge, to determine whether meet the requirements of the new curriculum reform, and finally draw the corresponding conclusions and recommendations.This paper altogether includes the following four parts:The first part of introduction,including the cause of research, content, research objectives and significance and research idea and method. The second part is the literature review, explained the meaning of pedagogical content knowledge and the research status of pedagogical content knowledge, and introduced the chemistry pedagogical content knowledge.The third part is the main body of this research which investigates pedagogical content knowledge of senior high school chemistry teachers through questionnaires and interviews, and analyzed statistical results. Draw the current pedagogical content knowledge structural characteristics of senior high school chemistry teachers that have different qualifications and with different age and years of teaching and in different schools and regions. The last part is the conclusions of the study and the recommendations. This part summarized the situation of pedagogical content knowledge of senior high school chemistry teachers and gave some suggestions about current problems in order to promote new chemistry curriculum reform.