The Case Study On Pedagogical Content Knowledge Of Geography Teachers In Senior High Schools

With the new curriculum reform implementation and the continuous revision of teachers' professional standards,new requirements have been put forward for teachers' knowledge and capabilities in the new era.The study of teacher knowledge,most of them pay attention to the “should be” knowledge of the teacher,and less research is conducted on the “actual be” knowledge in the specific teaching process.Therefore,Thisstudy tries to improve the teaching knowledge of high school geography teachers through specific case studies,so as to improve the overall teaching level.Pedagogical Content knowledge(PCK)means that teachers teach the contents of subjects by using a graspable and effective way which represents the teacher's unique teaching experience and specialized understanding in professional practice,mainly composed of knowledge teaching purpose,subject content,students' understanding of knowledge,the knowledge teaching strategies,content,organization,and effect feedback knowledge of six parts.It involves the knowledge of "real nature" in the teaching process of teachers.The main purpose of this study is to investigate the differences between the teaching knowledge of geography teachers in A and B in Xinyang city through case analysis.Selected in A key high school teachers and experience at the beginning of each one,using the research methods,such as classroom observation,interviews,concept map,A lesson for large-scale water movement,has carried on the concrete teaching case study;Also to choose two kinds of general high school geography teachers each one,in view of the river geomorphology development a lesson for case study,it is concluded that high school at the beginning of the geographical position of teachers and experience subject teaching knowledge has significant difference.Compared with early experience as teachers and teachers,the education teaching goal is more clear,pay more attention to students in understanding the depth of knowledge and the classroom teaching quality,a more flexible teaching strategies,teaching content organization arrangement and more mature.Compared with teachers in county junior high schools,there is a significant difference in students' attention and system theory knowledge in urban high school teachers.The experienced teachers in urban senior middle schools are better than the experienced teachers in teaching content and teaching strategies.The results of this study can provide reference for high school geography teachers to improve their subject teaching knowledge,thus promoting the professional development of teachers.