High School Chemistry Teacher CPK Model And Development Path Study

PCK is pedagogical content knowledge (Pedagogical Content Knowledge) for short, is about the subject content knowledge how to "translated" into knowledge teaching is different from other professional teachers’ professional knowledge necessary prerequisite. Educational Research by the then US President (AERA) Professor Schulman was first proposed in 1986. CPCK is teaching chemistry knowledge (Chemistry Pedagogical Content Knowledge) for short, it is the face of specific chemical chemistry teachers teaching content applications suitable teaching strategies and ways to characterize the chemistry knowledge into easily understood and allows students to receive knowledge of know how.PCK previous research in the field of multi-reflecting PCK and CPCK the composition and content of research and the development of PCK individual areas, the individual subject teachers, and these studies achieved extremely valuable results for the study of future generations to provide a rich theoretical basis and researchers can learn reference. However, in the study of PCK, CPCK structure and development model for the minority areas of chemistry teachers in high school CPCK few studies, these studies provide us with a blank space for study and urgent requirements.In this study, teachers’professional development theory, PCK basic theory as a guide, discriminates CPCK elements connotation foundation and mutual relationship, based on teachers’professional development, the construction of the chemistry teachers CPCK structure model and ideal model CPCK development, and put forward principles and methods for teachers’professional development; carried out in accordance with the model high school chemistry teacher in Yanbian area CPCK study, the following conclusions:(1) high school chemistry teacher CPCK structure model and structure development model CPCK Teachers PCK by the subject matter knowledge, students’knowledge, teaching methods and knowledge of teaching strategies and curriculum knowledge composed of knowledge, there is a hierarchical relationship between the five elements and internal, which ideal structure is positive pyramid (pyramid). Teachers CPCK literacy courses through the normal course before, pre-service teacher education courses and vocational training courses after the three phases obtained. CPCK ideal structure for the three-tier development model embedded quadrangular bipyramid, wherein the innermost layer is deformed quadrangular bipyramid quadrangular bipyramid.(2) Yanbian area high school chemistry teacher CPCK research High school chemistry teacher in Yanbian CPCK level in the basic level. On teaching content is higher than the level of knowledge about teaching methods and strategies of the level of knowledge about the higher their level of knowledge.① knowledge of teaching content:50.0% of the teachers have some pedagogical content knowledge, pedagogical content knowledge but is not rich, is not reasonable or understanding, at the level of 2. This stems from the subjects have a chemistry background.② students’knowledge:40.6% of students’ knowledge level of teachers is to know the level, at the level of 1. Teachers do not have the ability to analyze students’ prior knowledge and cognitive disorders. This stems from the teacher PCK three-stage curriculum on student learning and the lack of knowledge is not enough awareness of students’knowledge in multiple experience levels.③ knowledge of teaching methods:74.6% of teachers at level 1 and level 2. Teachers in the Teaching of understanding stage, a reasonable choice will be difficult. This stems from later stage of Teachers Teachers Pedagogy and vocational training courses related to the loss of pedagogy. Knowledge④ teaching strategies:teaching content, students, and teaching methods and classroom organization Strategies in experience level. This is related to the subjects CPCK three stages of development programs, but also with the sense of teaching subjects research are inseparable. Knowledge⑤ Course:54.2% of teachers at level 2, teachers’knowledge of each course module objectives and basic structure of the textbook has been missing. This stems from the knowledge of the teachers about the three stages of the course curriculum is not enough, the old and new curriculum objective analysis is not in place.(3) CPCK structure model and the results of the fittingCPCK structural model, CPCK development model is reasonable, reliable, and CPCK reflects the relationship between the elements of the law of development CPCK. Situation in line with the subjects CPCK CPCK model structure and CPCK development model, the model and the results are consistent.(4) high school chemistry teachers in Yanbian CPCK development proposalsWe must arouse in Normal Universities and educational administrative departments at all levels to be well versed in CPCK connotation and develop ways to conduct research on improving teacher CPCK. To this end, the following recommendations:Recommendation one:between the basis of teachers’professional development of science curriculum design CPCK balanced proportions of the elements and requirements.Recommendation II:for a training course, after full investigation on the basis of science teachers CPCK actual design Teachers, to fill a vacancy, to develop.Recommendation III:with special emphasis on students’knowledge of teachers to develop literacy, to ensure teaching strategies, teaching objectives, teaching methods for students and practical needs.Recommendation IV:Enhanced communication and interaction Korean and Chinese among teachers, improve teaching quality; culture towards a bilingual school teachers (in Korean, Chinese) teaching ability.