Research About Teachers’ Pedagogical Content Knowledge Development Stage

"The outline of basic education curriculum reform (Trial)" promulgated has entered its fifteenth year, the new curriculum reform, in all provinces and cities in China have entered the implementation. Put forward the concept of the new curriculum, new teaching methods and new teaching evaluation in the new curriculum reform. Therefore, the high school chemistry teachers must adjust and improve its own view on teachers, students and the teaching concept, in order to better meet the needs of new curriculum reform, to keep up with the progress of course reform.Pedagogical content knowledge (Pedagogical Content Knowledge, referred to as PCK) was first proposed by Professor Shulman of Stanford University USA. He believes that, PCK is in a particular field, used to effectively characterize the specific knowledge required knowledge. In short, it is to be understood in a particular discipline knowledge representation.In this study, high school chemistry PCK refers to the high school chemistry teachers in the teaching process, the high school chemistry knowledge of the representation, into the students to master and flexible use of the knowledge of high school chemistry. At the same time, the author will PCK six parts:(1) chemical knowledge; (2) the curriculum knowledge; (3) the teaching goal of knowledge; (4) the students’knowledge; (5) the knowledge of teaching methods and strategies; (6) teaching evaluation knowledge.In this study, on the basis of literature research, investigation and Research on developing senior high school chemistry teachers, in order to understand the current situation of the development of China’s high school chemistry teacher PCK, put forward effective suggestions for improvement of high school chemistry teachers PCK. In order to make the chemistry teachers in the new curriculum reform especially the young teachers’ understanding of their chemical structure of PCK, and provide guidance for teachers in our country to improve the level of PCK.This paper mainly includes the following five parts:The first part is literature review. This part mainly expounds the current situation of the research at home and abroad of pedagogical content knowledge, and put forward the development, research status on the professional development of teachers is analyzed, which lays the theoretical foundation for the follow-up study.The second part is the study of solution. The theoretical framework for the study, purpose, research methods and research tools include research.The third part is the analysis of survey results. Based on the investigation of senior high school chemistry teachers, the development status of the PCK, analysis of differences between the introductory period, growth period, mature period, improve teachers in pedagogical content knowledge structure, and to understand the main source of excellent teachers PCK.The fourth part is a case study of pedagogical content knowledge in high school chemistry teachers, through classroom observation and interview study, further analysis of differences between different teachers in the teaching of knowledge.The fifth part is the research conclusion and suggestion. The development status of high school chemistry teachers in PCK are summarized, and put forward the reasonable suggestions on how to improve the PCK of high school chemistry teachers.