Research On Status And Development Suggestions Of Novice Chemistry Teachers’ PCK

PCK is a uique type of knowledge, which is used to distinguish teachers and subject specialists. It is a kind of knowledge presented in an understandable way after teachers integrate and transform the specific subject content.PCK is the core of teachers ’knowledge, thus, promoting the novice teachers’ professional development should focus on promoting the development of its PCK. Investigation and understanding of PCK help diversify the development of professional skills of teachers, combine professional knowledge with educational practice, thus contributing to the professionalization of the teaching profession and teacher education in the new curriculum reform in effect.On the basis of the relevant literature, the author, combining novice teachers chemical characteristics designed the "Investigation of present situation of novice chemical teachers’ PCK" questionnaire.105 chemical novice teachers of Hebei Province conducted the survey. After statistical analysis of the questionnaire,the author reached the following conclusions:(1) Overall, the novice chemical teachers performed well in the dimensions of PCK(chemistry curriculum,knowledge of educational materials, students’ knowledge, teaching strategies and characterization strategies);(2) chemical novice teachers’ the development of each dimension’s knowledge is not balanced.In the chemical curriculum dimension and teaching strategies dimension, the novice teachers performed better, but they are more a lack of knowledge of students. Internal cognitive dimensions also varies;(3) different types of teaching experience or schools affect chemistry formation of larger novice teachers’ PCK. Whether participated in internships also has an impact on teachers’ PCK. The PCK dimensions showed good for those who participated in internships;(4)chemical novice teachers are more concerned about their own development, by focusing reflection and other ways to promote their own growth.On the basis of the survey, the author selected 4 chemical novice teachers to investigate their PCK from four dimensions(chemistry curriculum, knowledge of educational materials, students’ knowledge, teaching strategies and characterization strategies) and the interview investigation of professional development of teachers. Interviews found that:(1) the lack of students’ knowledge is the cause of novice teachers’ lower teaching efficacy;(2) novice teachers are still lacking in teaching reflection;(3) the novice teachers’ professional development thanks to apprenticeship’ leading.Based on the results of questionnaires and interviews,the author selected one chemical novice teacher for a period of classroom observation. The author found the problems in actual classroom teaching:(1) there are issues in teaching goals and design,lacking of scientificalness and normalization;(2) low bioavailability is used in creative context;(3) there is a big shortage in classroom teaching implementing and control;(4) novice teachers is more concerned about curriculum and self reflection and less concerned about the students.Focused on the difficulties of chemical novice teachers encountered in the education, the author proposed some professional development strategies :(1)enhance reflective consciousness and promote their professional development through a variety of ways;(2) optimiz the curriculum of normal students in the school,enhance practical courses and operability;(3) enhance the relevance and effectiveness of job training;(4) adequately and reasonably make full use of mentoring to help novice teachers to grow up.