Contrastive Research On Pedagogical Content Knowledge Of Chemistry Novice Teachers And Experienced Teachers In High School

Since2001, the Ministry of Education promulgated the "basic education curriculum reform program (Trial)", the new curriculum reform carried out in China, so far, all provinces in our country have entered into the new curriculum reform. The new curriculum reform put forward the new curriculum, new ideas, new horizons, and advocates the new teaching methods and new learning way. Therefore, as chemistry teachers in high school, they should adjust their pedagogical content knowledge, so as to meet the needs of new curriculum reform.Pedagogical content knowledge was first proposed by Professor Shulman of Stanford University in the United States. Shulman points out, PCK refers to in a specific discipline, the most useful form of expression of specific concepts, including the most effective analogy, illustration, example, explanation and demonstration--in short, is to be understood in a particular discipline knowledge representation.In this study, pedagogical content knowledge of chemistry in high school refers to chemistry teachers the high school transform their own chemistry knowledge in high school to the form of the students learning the knowledge of chemistry in high school. At the same time, the author divides it into two parts of commanding knowledge and learning and teaching knowledge in specific study. Besides, the commanding knowledge includes knowledge of chemical teaching content and knowledge of teaching goals; learning and teaching knowledge in specific study is divided into the knowledge about students, knowledge about content organization, knowledge of teaching strategies and knowledge of evaluation and reflection.The research combines the methods of questionnaires, interviews and classroom narrative research. The author carried out investigation on senior of chemical education in normal college and chemistry teachers in high schools around more than10provinces, and selected several teachers to conduct a case study. The author want to understand the current situation of pedagogical content knowledge of chemistry teachers in high school, contrast the difference of structure of teachers’pedagogical content knowledge, and put forward the advice to rich chemistry teachers’pedagogical content knowledge in high school. The paper mainly includes the following five parts:The first part is the introduction, including the research origin, research content, research goal and significance, research methods and ideas.The second part is the literature review, discussing the origin, development and research status in chemistry subject. According to the related research at home and abroad, the author understands the current situation of chemistry teachers’ pedagogical content knowledge in high school, laying the foundation for further research.The fourth part is the case study, the author analyzes the differences between different teachers in pedagogical content knowledge through class narrative and interview study.The fifth part is the conclusion of the study and the enlightenment, the author summarizes the comparative research on the situation of high school chemistry teachers’ pedagogical content knowledge, and put forward reasonable proposals to improve the chemistry teachers’ pedagogical content knowledge. Finally, the author reviews and summarizes the research limitations and put forward suggestions for future studies.