A Study On Factors Of CPCK Transformation Of Middle School Chemistry Teachers

In the base of the current situation of PCK research at home and abroad as well as the CPCK,PCK transformation of the factors affecting the consolidation,the author put forward the research problem—Studying the chemistry teachers' CPCK conversion factors affecting.First of all,through the investigation of the influencing factors in the existing literatures,30 factors under the four primary dimensions that may affect CPCK transformation of middle school chemistry teachers were screened.And then using the Triangulation formed by the combination of the three methods of classroom observation,interview and questionnaire(by the use of SPSS19.0)as a tool to initially determine the impact of middle school chemistry teachers' CPCK transformation under the four primary dimensions of strong,weak and general factors.Then,using the Analytic Hierarchy Process(AHP)to analyze the influencing factors of 9 strong influencing factors in the 4 first-level dimensions identified in the previous step,and finally concludes that the strong factors affecting the CPCK transformation of middle school chemistry teachers are the teaching knowledge,Students' cognitive structure and existing knowledge base as well as the experience and reflection of teachers;the strong factors are the school-based curriculum,the self-efficacy of teachers' learning and teaching,the communication between teachers and students,and the emotional characteristics of students;the conmon factors are the school-based Learning activities,teaching material arrangement and knowledge presentation.Finally,based on these,the author makes some suggestions on how to effectively transform chemistry teachers' CPCK in middle school.The first is to know the existence of the influencing factors and specific process,the second is to understand the diversity causes of the influencing factors,and the third is to take actionable concrete measures under four dimensions.