Research On Knowledge Structure And Development Of Middle School Physics Teacher

Teachers are the central part of education, and the knowledge they have will has important influenceon the designation and implementation of teaching activities. Shulman, a distinguished professor in thisarea, advocated that teacher's knowledge contains seven areas. He thought Pedagogical ContentKnowledge takes the most important place, it distinguishes teachers and scientists, and it can reflectteachers' technical understanding.In similar researches, more researchers selected case study, because Pedagogical Content Knowledgeis always situational and tacit. In this research, it's also a case study on the development of PedagogicalContent Knowledge of an Experienced Senior High School Physics Teacher. It aims at reveal the traits ofher Pedagogical Content Knowledge, the development process, and proposes concrete proposals for peersthrough class observation, formal and informal interviews. The conclusions are as follows:This teacher's Pedagogical Content Knowledge had three traits. First, pedagogical confidenceinfluenced the direction of Pedagogical Content Knowledge development. Second, understanding physicsknowledge profoundly was the basis of Pedagogical Content Knowledge development. Third, onlydiscovering students' difficulties and reasons and adopting proper instructional strategies can teacher designcustomized class activities.The development of her Pedagogical Content Knowledge has gone through three stages. One,Theinitial stage of Pedagogical Content Knowledge development. Its concrete performance included:1.Possessing elementary knowledge but lacking of structural knowledge and methodological knowledge.2.Constructing personal Pedagogical Content Knowledge through learning content knowledge and commonpedagogical knowledge by imitation. Two,The content substantiating stage. Its concrete performanceinclude:1.Translating the attention of pedagogical knowledge from elementary knowledge to structuralknowledge.2. Developing Pedagogical Content Knowledge by absorbing, internalizing and innovating, andenriching the traditional fusion of content knowledge and common pedagogical knowledge with theknowledge about students. Three,The enriching stage of Pedagogical Content Knowledge development. Itsconcrete performance included:1. all things should be considered when planning to make sure that it canhelp students to construct the "meaning" in the interaction between teachers and students.2. Developpersonal Pedagogical Content Knowledge by rethinking profoundly and externalizing.Based on the conclusions of the case study, the researcher proposed concrete suggestions for bothpre-service and in-service physics teachers. For pre-service teachers, it's necessary to create moreopportunities for practice and change the learning styles in college. For in-service teachers, they shoulddevelop their Pedagogical Content Knowledge in practice and introspection, and adopt proper developmentmode in different stages.