Under The Background Of Different Professional High School Chemistry Teachers’ Teaching The Pedagogical Content Knowledge

In1986, Stanford university teachers Shulman (Shulman) aiming at the Americanteacher qualification authentication system serious lack, put forward the teaching knowledge(pedagogical content knowledge) this important concept. Since then, the experts at home andabroad about this a lot of research. Teachers’ knowledge about course teachers theory ofdevelopment is also gradually more up.In recent years, many comprehensive university graduates are into the ranks of teachers’team. No doubt added the team of teachers in the fresh blood. So with normal universitygraduation of teachers, compared to different professional background of high schoolchemistry teachers have what different. In line with such a question, determined the thisarticle two research problems:1. High school chemistry teachers under the background ofdifferent subjects teaching knowledge of the difference in what way? If there are different,differences in what aspects specific performance?2. By comparing the different chemistryteachers’ high school of disciplines background PCK difference, this paper tries to analyze thedifferent professional background in the high school chemistry teacher, their respective PCKgrowth is what way?Based on the three teachers F high school through the case study, through its classroomobservation, the interview and teaching information collection, through the contrast analysis,the author discovered that courses and teaching theory background was born chemistryteacher in the understanding of students, the use of teaching mode and teaching methods incharacterization of one-upmanship, professional disciplines background was born chemistryteacher has a more profound solid professional disciplines knowledge, logical. Finally, basedon the conclusion, according to different professional background teacher put forward someSuggestions.