Investigation And Contrastive Study On Pedagogical Content Knowledge Of High School Physics Teachers

Pedagogical Content Knowledge(PCK)is the core of teachers' professional knowledge and plays a guiding role in teachers' professional development.At home and abroad,the researches on the Pedagogical Content Knowledge of physics are mainly based on theoretical researches,while the practical studies are mainly case studies.Therefore,it is of great significance to study the subject teaching knowledge of senior high school physics teachers.This paper conducts a group questionnaire survey of physics teachers in more than ten ordinary high schools in Xuchang City,and conducts an investigation and study from six aspects:knowledge of teaching purpose,knowledge of students,knowledge of teaching content,knowledge of content organization,knowledge of effect feedback and knowledge of teaching strategies.It also analyses the current situation and differences of Physics Teachers in general high schools in Pedagogical Content Knowledge,and adopts classroom teaching methods.The methods of observation and interview are used to make case studies on some of the representative teachers,and to analyze the development status and differences of the Pedagogical Content Knowledge of physics teachers in senior high schools.The main conclusions are as follows:Through the analysis and study of the survey data,the following main conclusions can be drawn:1.Overall,among the six aspects of physics Pedagogical Content Knowledge,expert teachers are superior to experienced teachers,while experienced teachers are superior to novice teachers.This shows that with the increase of teaching age and rich teaching experience,teachers will have better knowledge of Pedagogical Content Knowledge.2.Novice teachers have deficiencies in six aspects of Pedagogical Content Knowledge of physics,especially in the aspect of students' knowledge,which is related to the fact that novice teachers devote more time and energy to their own teaching.3.Teachers' Pedagogical Content Knowledge shows an obvious upward trend with the increase of teaching practice experience,which shows that Pedagogical Content Knowledge is gradually developed and improved in teaching practice.This paper points out the direction for novice teachers to change their roles from students to teachers,grow up quickly and stand on the platform.At the same time,it provides theoretical basis and reference for improving the teaching ability of novice teachers in senior high schools and training the teaching skills of normal students in normal colleges.