A Comparative Study Of The Teaching Knowledge Of Physics In High School Teachers And Experienced Teachers

The curriculum reform of basic education is in a deepening stage.In the national medium and long term education reform and development program,new requirements,new promotion and guidance are put forward for basic education.As the direct promoters of educational activities,teachers play an important role in the new round of basic education curriculum reform,so the reform of basic education curriculum at the same time put forward higher requirements for teacher education.Teachers' professional development refers to the process that teachers,as professionals,develop and improve their professional knowledge,professional ideas,professional abilities,and so on,that is,the process from a professional novice teacher to an expert teacher.Subject teaching knowledge is a unique knowledge that teachers are different from other professions.It is also an important factor for novice teachers to develop into expert teachers and an important standard to measure teachers' professional level.Among the relative researches on novice and expert teachers at home and abroad,the comparative study of novice teachers and experienced teachers mostly adopts qualitative research,which has some limitations.Therefore,this study selects the qualitative and quantitative research methods,and makes a comparative study of the physics teaching knowledge between the novice teachers and the experienced teachers.By means of questionnaire,interview,classroom record and so on,this paper makes a group and case study on novice teachers and experienced teachers,hoping to increase the effective way for novice teachers to increase PCK and promote the development of teacher education.This thesis is divided into five chapters.Firstly,the background of this study is explained,the present research situation is combed,the main problems of this study are determined,and the purpose and significance of the research are put forward according to the deficiency of this study.Secondly,it expounds the theoretical basis of this research,the theory of teacher professional development and the theory of subject teaching knowledge.Through expert interview and literature review,the research elements of subject teaching knowledge are determined,which are curriculum knowledge,students' knowledge,teaching strategy knowledge and teaching evaluation knowledge.Thirdly,the questionnaire of teachers is compiled based on the four elements,and the questionnaire is modified and perfected according to the opinions of experts to form the final questionnaire.And the statistical results of the questionnaire were analyzed.Then,there is a case study of novice teachers and experienced teachers.The differences of PCK between novice teachers and experienced teachers are analyzed from four angles.Finally,the author draws a conclusion on the differences between novice teachers and experienced teachers in subject teaching knowledge,and provides effective suggestions for the development of novice teachers' subject teaching knowledge.