Study Of The Effect Of PCK Of Senior School Teachers To The Diagnostic Ability Of Teaching

Teachers’pedagogical Content Knowledge and diagnostic Ability of Teaching are both very important factors which can affect the teaching of teachers. So is there any relationship between Teachers’Pedagogical Content Knowledge(PCK) and diagnostic Ability of Teaching?Based on previous research, we analyzed two core concept PCK and diagnostic ability of teaching, firstly. And then we use chemistry teacher in senior school as the object of study to research their PCK ability and diagnostic Ability of Teaching via several methods, such as questionnaire investigation, interview, class observation and text analysis. What’s more, we also analyzed the interaction between PCK and diagnostic Ability of Teaching.In this thesis, our research is focus on three main problems, first one is based on the literature review to analyze the currently situation of chemistry teachers’PCK. Second is how about the diagnostic Ability of Teaching. Third is based on the research content, choose one suitable method for us to research the relationship between PCK and diagnostic Ability of Teaching of new chemistry teacher, experienced chemistry teacher and expert type chemistry teacher.This thesis is divided into seven parts. The first one is the introduction, to introduce the problem we research, the meanings of our research, idea designs and research methods.The second one is literature review. In this part, we have given an interpretation of the core concept about PCK, diagnosis and diagnostic Ability of Teaching, and then make a comment about previous correlational study.The third part is the questionnaire design and illustrates the fulfillment of our questionnaire survey. Then analyze the reliability, validity and exploratory factor of the questionnaire, demonstrating the quality indicator of the revised questionnaire.The forth part is the analysis of the current situation of PCK about senior school chemistry teachers, analyzing the results from five dimensions, that’s chemistry knowledge, knowledge of student, chemistry course knowledge, strategy of teaching and knowledge of evaluation and reflection.The fifth part is the analysis of diagnostic ability of teaching of senior school teachers, comparing new teachers, experienced teachers and expert type teachers from three different dimensions, diagnosing teachers, students and their relationships.The sixth part is the study of the relationship between the PCK of senior school chemistry teacher and diagnostic ability of teaching. We use AMOS 17.0 to do the model construction, SPSS 17.0 to do the path analysis, then we can obtain the relationship between the PCK and diagnostic ability of teaching.The seventh part is the summary of our research results. We can get the results from the structural model combined with case analysis. At last, we will illustrate the inspiration, innovation and drawbacks.Conclusion of our research:The questionnaire we use has fifty-two(52/52) questions. Twenty-five(25/52) of them is about the PCK ability of senior school chemistry teacher, involved five first class indexes. Another twenty-seven(27/52) of them is about the diagnostic ability of teaching, involved three first class indexes and eight second class indexes. The reliability and validity of our questionnaire are good.2.The current situation of PCK about senior school chemistry teacher is good, but it varies from the time it worked on. Longer work experience will get a better PCK ability. The score about PCK and evaluation & reflection dimension is high. But when the score involves student knowledge and teaching strategy is low sometimes.3.We use the class observation method to study diagnostic ability of teaching of senior school chemistry teacher via the analysis of three teachers’class observation. Total number of diagnosis depends on the length teacher worked on. Number of diagnosis about new teacher is low, while number of diagnosis about experienced and expert type teachers is high. In diagnosing teachers, students and their relationships studies, number of diagnosing students is the highest, while both in diagnosing teachers and the relationship of teacher and students, the number of diagnosing expert type teachers is the highest.After finish the study of the relationship of PCK and diagnostic ability of teaching, we find that:when controlling demographic background factors, the PCK ability can predict the diagnostic ability of teaching evidently, about 50.2% explanatory power. When use diagnosing teacher, student and their relationship as dependent variable, the explanatory ratio of PCK to them is 53.1%,45.4%,43.9% respectively, that’s to say, PCK and diagnostic ability of teaching has closely relationships. The chemistry knowledge, teaching strategy and evaluation & reflection of senior school teacher can affect the diagnostic of teaching; the student knowledge and evaluation & reflection ability of teachers can affect the diagnosing about student; Teaching strategy and evaluation & reflection of teachers can affect diagnosing the interaction between teachers and students.This research is the first time to study the relationship between PCK of senior school teachers and diagnostic ability of teaching. We use three methods, such as class observation, interview and questionnaire survey, which is different from previous studies based on the literature and investigation method, to study the potential rules. After analyze and evaluate the fundamental principles and research hypothesis from multiple aspects, we can conclude that PCK ability of senior school chemistry and diagnostic ability of teaching have relationship sometimes; what’s more, we also give an interpretation about this relationship. This study can provide some evidence for the enhancement of the ability of teachers. This study also can provide some evidence for the relating further investigation theoretically. But this research is the first trial, it need many further investigations to explore and analysis.