A Comparative Study Of PCK Between Novice Biology Teachers And Experienced Teachers In High School

PCK(Pedagogical Content Knowledge)is a concept put forward by Stanford University professor Shulman in the 1980 s on the separation of subject knowledge and teaching knowledge in the American teacher qualification certification system.Schulman believes that the Pedagogical Content Knowledge is based on subject knowledge and teaching knowledge.It is the knowledge of teachers how to teach a specific subject,and he regards PCK as the core of teacher's professional knowledge.It distinguishes novice and experienced teachers.In this paper I divide the biology teachers' PCK into two parts: the commanding knowledge of the biological teacher's subject teaching and the teaching and learning knowledge of the specific biological subject.The teachers' subject knowledge is assessed by investigating the teacher's biological view,the biological teaching goal concept,and the biological teaching goal knowledge;and different teachers' specificities are examined from three aspects of the biology course knowledge,student's knowledge,and biological teaching strategy knowledge on bio-themed teaching and learning.And in this paper I compare the teaching knowledge of the two teachers in teaching practice via classroom observations,interviews and other methods.In total,16 teaching cases were compared.And two teaching cases are finally chosen,they are the cell proliferation and cell membrane.Studies have shown that there is still a lack of leadership concepts for novice teachers in subject teaching,and experienced teachers are more comprehensive and reasonable in this regard.Based on the results of this study,I put forward relevant suggestions for the development of high school biology teachers' PCK:(1)To learn more about biological education professional books,and to improve their own view of biology teaching from a theoretical perspective.(2)Switching perspectives from the teacher's standpoint on how to enable students to master biology curriculum knowledge more effectively.(3)As a reflective teacher,we must make a thorough and profound reflection on the success and insufficiency of our own classroom teaching in a timely manner,and learn from outstanding teachers.(4)Carry out rich teaching and research activities to improve innovation capabilities.