Research On The Knowledge Level Of Senior High School Biology Teachers From The Perspective Of PCK

With the push of teacher professional development,the teachers' Pedagogical Content Knowledge has been a hotspot issue that some people study.Pedagogical Content Knowledge clearly clarifies what kind of knowledge teachers should be equipped with during teaching,among of which is content knowledge,the fundamental component of Pedagogical Content Knowledge.Teachers must attach great importance to developing their content knowledge if they pursue higher profession aims.Therefore,the following issues need more researchers to concentrate on:What are the constituent elements of Pedagogical Content Knowledge?What is content knowledge?What is the condition in terms of biology teachers' content knowledge in senior high schools now?What are the differences about content knowledge that exist in teachers in different profession development stages?How to promote the development of teachers' content knowledge effectively?Combined with the subject biology,this paper,from the perspective of vertical dimension,tries to find the content-knowledge differences among teachers in different profession development stages.After going through lots of relative literature,this paper comes up with a view that content knowledge should include fundamental knowledge,core knowledge as well as theretical and philosophical knowledge.Based on them,the thesis studies two issues:one is the general condition about content knowledge of biology teachers in senior high schools;the other one is where the differences are for teachers in different profession development stages.Besides,the paper analyzes the main resources of teachers' content knowledge and some factors that influence them.Meanwhile,the paper also puts up with some ideas to promote the development of teachers' content knowledge.The thesis includes the following five parts:The first chapter is the introduction,including the research background,research status,research significance,research purpose,research ideas and methods.The second chapter is the literature review,and the related concepts and theoretical basis of the thesis are expounded respectively.Involves mainly the concept of knowledge and the teaching of PCK horizon,discipline knowledge,theoretical foundation with constructivism,teachers' knowledge acceptable theory and the theory of teacher professional development stage three important theories.The third chapter is the research and design process,which is divided into two parts: thedesign of questionnaire survey and the design of interview,and the design process of questionnaire survey and interview is necessary.The purpose of the questionnaire survey,the selection of the object,the compilation,distribution and recovery of the questionnaire,the purpose of the interview,the selection of the object and the selection of the content are explained.The fourth chapter is the results of the study and analysis,the results of questionnaire and interview the statistics and analysis.The fifth chapter is the conclusion and suggestion,and the corresponding conclusions are drawn,and relevant Suggestions are put forward.