The Composition And Investigation Of Chemical Teacher’s Pedagogical Content Ability——A Case Study Of Secondary School Chemistry Teachers In Liaoning Province

Chemistry teacher’s pedagogical content ability is the core ability to ensure the chemistry teachers complete their teaching tasks directly,which directly affects the training effect of students’ scientific literacy.The theoretical research results of this study are as follows: First,the pedagogical content ability of chemistry teachers is defined;secondly,the pedagogical content ability of junior middle school chemistry teachers consists of pedagogical content ability of general subjects and pedagogical content ability of specific subjects.The general subject pedagogical content includes four secondary constituent elements,including chemical knowledge utilization ability,chemistry pedagogical content design ability,chemistry pedagogical content implementation ability,chemistry pedagogical content reflection and evaluation ability,etc.;specific pedagogical content ability includes chemistry inquiry pedagogical content ability,scientific essence pedagogical content ability,Three secondary components such as STEM pedagogical content ability.On this basis,each secondary element is specifically deconstructed into three levels of constituent elements;thirdly,a composition model of the pedagogical content ability of chemistry teachers is constructed;and fourthly,based on Rasch testing theory,a model is developed to adapt to the model.The evaluation standard of chemistry teachers’ pedagogical content ability.The research in practice is as follows: First,develop questionnaires that investigate teachers’ pedagogical content abilities in the use of chemical knowledge,chemistry pedagogical reflection and evaluation capabilities,and some of the scientific nature of the concept of pedagogical content ability,some STEM pedagogical content ability;Second,the questionnaire,based on the evaluation Standard classroom observations and three research methods for teachers’ textual analysis of pedagogical content design were combined to determine the status quo of teaching ability of 125 junior high school chemistry teachers in Liaoning Province.Use the Bond & Fox software to check the quality of the tool and perform statistics and sorting of the data.The practical conclusions obtained in this study are: the reliability of the developed tool is0.95,and 92.5% of the topics share a capability dimension,indicating that the tool has good reliability and reliability,single-dimensionality is good,and the overall quality of the testingtools is good;The Logit value of teacher’s ability divides the teacher’s pedagogical content ability development into five levels.The junior middle school chemistry teacher’s pedagogical content ability in Liaoning Province is 32.8% at level 2,66.4% at level 3,0.8% at level 4,and the overall is at a low level;It is calculated that the junior secondary chemistry teacher’s pedagogical content level of secondary ability scores,the data show that the overall score of the secondary ability elements is not high,and the development of each element is not balanced.In view of the above conclusions,teachers’ independent development suggestions and training suggestions are proposed for the development and cultivation of junior middle school chemistry teachers’ pedagogical content ability.Among them,teacher self-development suggestions include: to consolidate chemistry knowledge in high school chemistry and higher education,attach importance to the guiding role of curriculum standards and teaching materials for instructional design,establish a student outlook,fully understand the importance of situation analysis,and adjust the teaching implementation plan according to student conditions.The training suggestions for junior high school chemistry teachers include the following: In teacher training,theoretically introduce the composition and elements of pedagogical content ability,make teachers more clearly the constituent elements of pedagogical content ability,and have clear direction for their own development;organize teachers to participate regularly in the province and beyond.Model schools conduct observational studies,update their concepts,and consolidate theories and methods;develop a community of chemical teachers,fully realize the sharing of teaching resources and materials in the community,discuss heterogeneous classroom teaching among teachers,and exchange,mutual reflection and mutual promotion among teachers.