High School Chemistry Teacher Subject Teaching Knowledge Research

In 1986, Shulman delivered an Inauguration Speech at the annual meeting of the American Educational Research,during the speech,he compared teacher exam questions from the 1870s to 1980s.And proposed that there was a "missing paradigm"in American teacher examination,and Pointed out the phenomenon that there was a separation between the content knowledge and pedagogical knowledge,and proposed the concept of "pedagogical content knowledge (PCK)",after this concept is put forward, researchers'attention were immediately aroused, based on theory of Shulman, research about PCK continued to deepen.This study aims to explore the chemistry pedagogical content knowledge(PCK) structure of high school chemistry teachers,novice teachers and pre service teachers as the object of study, through the study of novice teachers and pre-service teachers pedagogical content knowledge, obtained the characteristics of two types of teachers PCK and give suggestions for preservice teachers'PCK growth and improving. Respectively using content analysis, survey method, personal interview method to study the high school chemistry teachers'PCK. Through content analysis, determined that from the knowledge of curriculum and teaching materials, chemistry content knowledge, chemistry pedagogical knowledge,A total of three dimensions to explore the chemistry pedagogical content knowledge structure of high school chemistry teachers. Using questionnaire Methods to survey 35 novice chemistry teachers and 35 pre-service chemistry teachers in senior high schools about their chemistry pedagogical content knowledge.Finally, according to the survey results, select a representative novice teachers and pre-service teachers to have a personal visit. Combining the quantitative research and qualitative research to enhance the universality of this study.The conclusions are as follows:1?PCK general situation contrust:two types of teachers'chemistry pedagogical content knowledge all need to be improved. About average scoring rate, standard deviation novice teachers were better than pre-service teachers, and group of novice teachers'PCK mastery level exists little differences, and pre-service teachers groups'PCK mastery level difference is large, in uneven level.2?Comparation analysis about novice teachers and pre service teachers curriculum and textbook knowledge, chemistry content knowledge and chemistry pegagogical knowledge:the grasping situation of the above three aspects, novice teachers to grasp better than pre-service teachers, groups of novice teachers' PCK mastery level exists little differences, and pre-service teachers groups' PCK mastery level difference is large. According to Independent Samples T-test results, the novice teachers and preservice teachers of these three parts of knowledge have significant difference.3?curriculum and textbook knowledge, chemistry content knowledge and chemistry pegagogical knowledge, the chemistry content knowledge is of the maximum contribution. On the chemistry content knowledge'6 component analysis. About the knowledge of Chemistry in Daily Life, its mastery was the best and the element and its compounds was the worst.4?Different seniority novice teachers have no significant difference in chemistry pedagogical content knowledge, teachers who have different the highest degree have no significant difference in chemistry pedagogical content knowledge.I made the following recommendations for pre-service teachers:1?construct their own chemistry pedagogical content knowledge, rethinking actively, to communicate more with experienced teachers; 2?To enhance the study about Chemistry Content Knowledge; 3?Strengthen the attention on Curriculum Standards; 4?Take part in teaching competition, improve chemistry pedagogical content knowledge; 5? Reasonablely use educational practice, and learn more positively.