Comparative Research On The Source Of Pedagogical Content Knowledge And The Teaching Knowledge Scheme For Biology Teachers In Middle School

During the process of promoting the new curriculum reformation and thebilingual education in xinjiang region, the key is to enhance the professional qualityof ethnic minority teachers and then improving the quality of classroom teaching,and altimately achieved the goal of improving the quality of basic education forminority. As the core of the teachers’ knowledge, pedagogical content knowledge isthe premise of effective classroom teaching, and which is particularly important toconstantly improve teaching knowledge schema of the teachers and also important tothe promotion of professional development of teachers.This research contains twoparts:Part I. on the basis of reviewing related literature of teachers’ pedagogicalcontent knowledge, comparatively analyzed questionnaires of110high schoolUighur bilingual novice and expert teachers in xinjiang; and combined the interviewsof high school Uighur biology bilingual novice, expert teachers sources ofpedagogical content knowledge and their attitudes toward bilingual education, madethe following conclusion: the main sources of enhancing novice teachers’pedagogical content knowledge include the good use of network query, classroomlectures and exchanges between colleagues; the main sources of expert teachers’pedagogical content knowledge and skills include attention to the refection of theirown teaching experience, organized professional activities and reasonable coursestructure.Part II. Based on the biology teaching practice in Xinxiang minority area,through the classroom observation and the record of case study of high schoolbilingual biology teachers’ classroom teaching behaviour, summarized the teachingknowledge schemata and characteristics of novice and expert teachers. Noviceteachers’ knowledge of the characteristics of the scheme which are found bycomparative analysis include: basic knowledge involved in teaching content, lackof flexible production and knowledge blocks, teaching knowledge structurehierarchy, logic is not strong, the lack of bio-disciplinary approach and philosophyinfiltration of the Thoughts; characteristics of the schema of expert teachers’knowledge are as follows: a multi-layered, systematic knowledge system around asubject knowledge or the core concept of the high school biology, basic knowledgeof teaching content knowledge group, and a more stable and flexible productioncomponent, with a relatively stable knowledge structure, a solid theoretical supportfor each knowledge and an application example, also includes the application of thephilosophy, the general process of scientific research methods, and other subjects,teachers’ teaching experience and knowledge of the combination of organic whole.According to the above two parts of analysis, novice teachers need to improvetheir consciousness of self development, pay more attention to the teaching practiceand reflection and actively participate in the teaching and research activities; expertteachers need to pay attention to the knowledge and skill of computer improving andupdate the concept of education.