A Case Study Of PCK Teachers In Junior Middle School Physics Experience In The Background Of Flipping Classroom

The “flipped classroom”is integrated into the middle school physics classroom to bring new thinking to the teacher's teaching and student's learning,and to make the original classroom ecological imbalance into a new physical classroom ecology.If the classroom ecology is re-coordinated,it is necessary to take the professional development of teachers as the foothold,and the core problem of teacher professional development lies in the development of teachers' PCK.In this regard,we urgently need to study to reveal the characteristics of the actual PCK of teachers in the context of flipping classrooms.What is the reason for the formation? What ways can it be used to develop its own PCK in flipping classroom teaching? What implications does this have for other teachers and teaching researchers?First,the researchers studied a lot of relevant literatures about PCK at home and abroad.On the basis of the interpretation of PCK by the researchers in the history of education,the PCK elements of this study were determined.Secondly,using interview method,classroom observation method,work analysis method and questionnaire survey method,combined with the middle school physical Flanders interactive coding system,a case study method was used to analyze a junior high school physics experience teacher from S city key middle school.The status quo,influencing factors and development mechanism of PCK.Finally,through this case study,the following conclusions are drawn:(1)The status quo of the junior high school physics experience teacher PCK in the context of flipping classrooms presents the following characteristics:Advantages: clear physics concept;solid physics subject knowledge;diverse evaluation methods;multi-channel understanding of students' physics learning and life;disadvantages: poor education management knowledge,sometimes leading to disordered classroom order;lack of initiative to stimulate students Teaching strategies;low technical application capabilities and inadequate integration of content cannot highlight the true value of technology;(2)Influencing factors of PCK construction of junior high school physics experience teachers under the background of flipping classroom:Positive factors: active thinking and positive and serious attitude;good at using high-quality resources;participating in competitions and expert guidance;negative factors: less practical training in physical flipping classrooms;insufficient research on physical flipping classrooms;lack of coordination with students;The basic education experience is weak;(3)According to the problems highlighted by the case teachers in the research,the corresponding countermeasures to promote the development of PCK in middle school physics teachers are proposed: with new ideas-effective coordination of teachers and flipping classrooms;and new skills-effective support for teachers' flip classroom teaching Practice;strengthen teaching and management-scientifically maintain classroom ecological harmony;adopt new measures-effectively stimulate students' initiative;clarify the nature of the curriculum-realize the organic integration of content and model;choose multiple ways-fully understand students' physics learning and life;Style-effective and rich evaluation methods;At the end of the study,the shortcomings and inspirations of this paper are summarized.