| Teaching researchers are a special group in the process of basic education reform in China.They are responsible for teaching guidance,regional teaching quality monitoring,teaching research and so on in China's basic education teaching research system.They plays a crucial role in promoting the basic education curriculum reform,improving teaching quality in primary and secondary schools,and developing professional teachers in basic education.Therefore,the professional development of the teaching researchers not only affects the overall level of the teaching researchers' team,but also directly affects the development of front-line teachers and the improvement of basic education.Therefore,it is of practical significance to further clarify the structure of professional knowledge of teaching researchers and their professional development.On the basis of literature research,the structure of Pedagogical Content Knowledge of chemistry teaching researchers is preliminarily constructed.Using qualitative research method,and using a typical case sampling method to determine the research object-excellent chemistry teaching researcher – Teacher L,using interviews,text analysis,narrative research and others to collect the original data.Based on the data collection and analysis,reveals the excellent chemical teaching researchers has the following characteristics in the Pedagogical Content Knowledge:(1)Under the concept of science,the concept of teaching ideology with knowledge as a carrier is formed;(2)Structuralist ideas construct a criss-crossing structured subject knowledge and Chemical substance research system;(3)On the basis of focusing on students' mental health and conforming to students' cognitive characteristics,the view of teacher-student relationship of “Moon and Star” has been formed;(4)The use of teaching strategies and characterization knowledge is consistent with the process of chemical exploration;(5)Assessing student learning knowledge places more emphasis on the orientation of the evaluation method and the evaluation content;(6)Teaching Guidance and Teaching Research knowledge can be based on the professional development of teachers and optimize the guidance methods and content;(7)On the basis of further analysis of these characteristics,a relationship model of the positive octahedron structure between the PCK components of the excellent chemistry teaching researcher was constructed.Based on the growth story of teacher L from a normal university student to an outstanding teaching researcher,analyzes the factors that influence teacher L's professional growth,and then puts forward suggestions for the professional development of teachers and teaching researchers.The factors affecting Teacher L's professional growth mainly include personal factors(excellent personal qualities,personal emotions and psychological factors and personal concepts)and external factors(education experience,environment,key figures,key events,and opportunities).Based on the results of the study,suggestions are made for the different stages of professional development of the teaching researchers.1.For pre-service teachers:(1)Optimize curriculum and increase opportunities for practice;(2)Extensive reading of books,especially in chemistry teaching core journals.2.For beginning teachers:(1)Form good habits of teaching;(2)Strengthen reflection;(3)Observe excellent teachers' teaching.3.For proficient teachers:(1)Refined on the basis of reflection;(2)Strengthen the consciousness of research;(3)Optimize teacher training content.4.For individual teaching researchers:(1)Formulate professional development plans;(2)Strengthen the consciousness of lifelong learning;(3)Create teaching research team;(4)Enhance the effectiveness of research.5.For teaching and research departments,the following two aspects should be optimized to support external teaching researchers:(1)Improve the access and recruitment system of teaching researchers;(2)Improve the professional development mechanism of teaching researchers. |
PDF Full Text Request