Investigation On The PCK Senior High School Chemistry Proficient Teachers

Pedagogical Content Knowledge is that teachers transform their subject knowledge into easy-to-understand knowledge for students by choosing appropriate teaching strategies and representations.Some studies show that it affects the quality and level of tea ching and can reflect the level of teachers' professional teaching.In this study,senior high school chemistry proficient teachers were taken as the research object to investigate their PCK level and the difference of PCK in different subjects.Based on the existing research of PCK,the connotation and specific components of PCK were determined.The questionnaire research tool was developed from the knowledge of content,curriculum,learners,instructional strategy,evaluation and self-examination.It conducts 93 senior high school chemistry proficient teachers are investiga ted and studied.The conclusions of the study are as follows:(1)The overall PCK senior high school chemistry proficient teachers are at the middle level.(2)Senior high school chemistry proficient teachers' the knowledge of content,curriculum and learners are at the middle level among the five dimensions of PCK,while the knowledge of instructional strategy and evaluation and self-examination at the lower middle level.(3)Senior high school chemistry proficient teachers' the secondary dimension of PCK stands in a state of unbalanced development.The ontological meaning of subject knowledge,the existing knowledge of students,the functional value of subject knowledge,the knowledge of self-examination,the knowledge of curriculum objectives,the knowl edge of learning difficulties and the knowledge of curriculum idea are at the middle level.The knowledge of specific subject instructional strategy,the knowledge of curricu lum structure and the knowledge of evaluation are at the lower middle level.The kno wledge of subject-specific instructional strategies are the low level.(4)There are significant differences between the subject PCK of oxidation-reduction reaction and the subject PCK of chlorine and its compounds of senior high school chemistry proficient teachers.The subject PCK of chlorine and its compounds is obviously better than that of the subject PCK of oxidation-reduction reaction.(5)There are significant differences in the knowledge of students and instructional strategy between the subject of oxidation-reduction reaction and the subject of chlorine and its compounds in the primary dimension of PCK of senior high school chemistr y proficient teachers while there was no significant difference in the knowledge of content,curriculum and evaluation and self-examination between the subject of oxidationreduction reaction and the subject of chlorine and its compounds.(6)In terms of the secondary dimension of PCK,there are significant differences in the knowledge of curriculum idea and learning difficulties between the subject of oxidation-reduction reaction and the subject of chlorine and its compounds of senior high school chemistry proficient teachers while there is no significant difference in the ontological meaning of subject knowledge,the functional value of subject knowledge,the knowledge of curriculum objectives,the existing knowledge of students,the knowledge of evaluation and self-examination between the subject of oxidation-reduction reactio n and the subject of chlorine and its compounds.Finally,combined with the research findings,this study puts forward suggestions for the improvement and development of senior high school chemistry proficient teachers' PCK level from five aspects,namely,the improvement of content knowledge,kno wledge of learners,knowledge of curriculum,knowledge of instructional strategies and knowledge of evaluation and reflection.