Research On PCK Level Of Key Senior High School Chemistry Teachers

Pedagogical Content Knowledge is exclusive to teachers who transform knowledge of curriculum to understandable knowledge for learners.PCK serves as an important component of teachers' professionalism.Key senior high school chemistry teachers are a core power for chemistry teaching faculty in middle schools,and thus their PCK development is one of the keys to affect the quality of chemistry teaching in middle schools and the breakthrough of bottleneck in professional development.Research on the PCK level of key senior high school chemistry teachers will promote the improvement of chemistry teachers' teaching level and professional development.On the basis of sorting out the research results at home and abroad,the research selects the questionnaire tool developed by Erickson College in the United States and recomposes it according to the characteristics of high school chemistry teaching in China to form the Questionnaire Survey on PCK Level of Key Senior High School Chemistry Teachers.It conducts a survey of 59 key senior high school chemistry teachers in Hebei province grounded in three dimensions including knowledge of curriculum,knowledge of learners and knowledge of instructional strategies and involving nine abilities of teachers.According to the grading criteria formulated by Erickson College in the United States,detailed grading rules are worked out.The four raters score the collected valid questionnaires,and finally determine that the PCK level of teachers is divided into limited level,basic level,proficiency level and outstanding level.Finally,statistical analysis is conducted using WPS2019 and SPSS19.0.The conclusions of the research:(1)PCK level of key senior high school chemistry teachers stands in the basic level with unbalanced development in all dimensions,and the level from high to low in turn is knowledge of curriculum,knowledge of learners and knowledge of instructional strategies;(2)nine abilities of key senior high school chemistry teachers are also in a state of unbalanced development,and the level from high to low in turn is the ability to arrange follow-up teaching content,identification of core concepts,identification of effective instructional strategies,prediction of learners' difficulties in learning process,judgment of learners' existing knowledge,judgment of learners' level of understanding core concepts,grasp of conceptual relations,adjustment of instructional strategies for the sake of weaker learners and adjustment of instructional strategies for the sake of stronger learners;(3)teaching seniority and whether they have participated in topics above county level in recent five years exert influence on their PCK level,the longer the teaching length,the higher the PCK level of them,and PCK level of those who do not have participations in topics above county level is higher than that of those who have,while the four factors including gender,title,whether they have published articles in recent five years and whether young teachers have been instructed by them in recent five years exert no influence on PCK level of key senior high school chemistry teachers.Inquiries are conducted on several ability options with lower scores,and the results show that the teachers are competent in grasp of conceptual relations and judgment of learners' knowledge level and equipped with awareness and flexibility to adjust instructional strategies,but their different focuses of considering problems,lag in receiving feedback from learners,deficiency in written language expression and one-sidedness in the choice of instructional strategies lead to lower scores of the questionnaire.Based on the above research conclusions,the PCK development strategy for key senior high school chemistry teachers is laid out:(1)standing on lifelong needs for teachers' learning;(2)forming a normalized reflection on teachers' teaching;(3)creating high-level teaching and research activities;(4)organizing diversified teacher education and training.