The Development Of PCK Assessment Tool For Chemistry Concept Teaching And The Case Study

With the deepening of the curriculum reform of basic education,China has established the training goal of developing students' core quality,which puts forward higher requirements on teachers' professional quality,and the most important sign of teachers' professional quality is the level of teachers' pedagogical content knowledge.However,in the basic teaching reform,the evaluation of quality of classroom teaching has emerged a paradigm pointed out by Shulman that only emphasizes the instructional strategies but not the logic of subject content.The standard of a high-quality lesson tends to the frequent interaction between the teachers and students,full of democratic atmosphere of the inquiry activities,leading some chemistry teachers pay more attention to the external form of activities but neglect the cultivation of students' thinking.Therefore,it is particularly important to design PCK assessment tools that can effectively evaluate chemistry teachers' abilities and develop chemical teaching cases that are characterized by thinking.On the basis of literature review,this study expounds the current development and application of the core concepts of "pedagogical content knowledge" at home and abroad,and accurately defines such core concepts as pedagogical content knowledge(PCK),chemistry concept teaching and the experienced teacher.Then,combined with the CoRe(content representation)proposed by Loughran(2004)and the practice of China's basic education reform,and based on SOLO classification evaluation theory,this study develops the PCK evaluation tool for chemistry teachers that can effectively assess the characteristics of thinking teaching.This study chooses an experienced chemistry teacher(L)in high school as the participant,and the data including interviews,direct classroom observation of the topic of galvanic battery,the homework of student.At the same time,this study transcribes the video into text.Then according to the collected data,this study analyzes the L teacher's PCK,and draws the PCK map,analyzing the teacher's thinking level in the process of characterizing the subject knowledge and the classroom teaching effect in combination with students' assignments and interviews.In addition,explores the sources of L teacher's PCK by interviews.The results of the study can provide certain reference for other in-service chemistry teachers and the development of teacher education and training,and also can offer other education researchers some ideas.Based on PCK mode that proposed by Magnusson,this study focuses on knowledge of instructional objectives,knowledge of students,knowledge of instructional strategies and knowledge of assessment under the theme of "galvanic battery".At the same time,SOLO classification theory is used to evaluate the thinking level of L teacher's subject knowledge.The conclusions of this study are as follows:(1)L teacher has a comprehensive grasp of knowledge of students and can choose appropriate instructional strategies to transform teaching contents into knowledge that is easy for students to understand.The process of knowledge construction conforms to the order of students' cognitive development.(2)Although L teacher mainly adopts the traditional instructional methods,the teaching process of subject knowledge under the theme of "galvanic battery" conforms to the period of conceptual teaching,and pays attention to the development of thinking in the process of knowledge formation.(3)L teacher is lack of knowledge of assessment,and M3 has a weak correlation with the other three components of PCK.(4)L teacher can grasp the objectives from the macro level of the chemical knowledge system and the macro level of the teaching units,and designs hierarchical teaching goals.(5)The development approaches of L teacher's PCK are diverse,and teaching experience and reflection have a great impact on L teacher.(6)The evaluation of teachers' teaching level or the quality of a class should not be based solely on teaching means or external activity forms,but should focus on whether the knowledge generated by students is meaningful.The innovations of this study are as follows:(1)Based on the teaching characteristics of traditional teachers,this study adapted the PCK classroom observation scale to capture teachers' teaching behaviors.(2)This study changes the previous classroom teaching evaluation method that focuses on activity forms.Based on the essence of the concept of PCK proposed by Shulman and SOLO classification evaluation theory,this article analyzes the thinking level of L teacher during representation of subject content,and focuses on the generation of knowledge meaning.