Comparative Research On The Pedagogical Content Knowledge Of Novice And Proficient Chemistry Teachers In Senior High School

Pedagogical Content Knowledge(PCK)refers to a knowledge followed by a particular topic that teachers transform their own subject content knowledge into students' easy-to-understand knowledge in a particular way and for a particular goal.Studies have demonstrate that Pedagogical Content Knowledge is an important content in the development of teachers' profession,which affects the teaching quality of teachers.Based on the current research status,this research clarifies the topics and focuses on the following research questions: whether there is a difference in pedagogical content knowledge between novice teachers and proficient teachers under the topic of chemical equilibrium.In which aspects are there significant differences;Which factors can affect PCK for novice teachers and proficient teachers.By compiling “Questionnaire on Pedagogical Content Knowledge of Chemistry Teachers in Senior Schools under the Topic of Chemical Equilibrium”,a survey was conducted among 79 novice teachers and 81 proficient teachers.Based on the results of the questionnaire,2 novice teachers and 2 proficient teachers were interviewed,the conclusions were:(1)Under the topic of chemical equilibrium,there is a significant difference in PCK between novice teachers and proficient teachers in a whole.A comparative analysis of PCK dimensions shows that,in addition to "evaluation knowledge",there are significant differences in PCK's "content knowledge,curriculum knowledge,student knowledge,teaching strategy knowledge" between novice teachers and proficient teachers.(2)In terms of content knowledge,novice teachers have a relatively simple understanding of core concepts;they do not dig deep into the value of chemical equilibrium constants.(3)In the aspect of curriculum knowledge,both novice teachers and experienced teachers have the consciousness of cultivating students 'core literacy in chemistry,but novice teachers have difficulties in implementing the core literacy of chemistry in specific courses;experienced teachers' understanding of materials related to chemical balance more comprehensive,not only paying attention to the application of chemical balance in productionand life,but also able to better understand the relationship between chemical balance and other disciplines;novice teachers cannot grasp the degree of teaching of chemical balance at different stages,and the requirements for compulsory courses and optional compulsory courses are still unclear.(4)In terms of student knowledge,novice teachers do not understand the students' existing knowledge base,learning barriers,and the reasons for students' learning barriers.proficient teachers not only understand the students 'existing knowledge base,but also analyze students' learning barriers more comprehensive and rational.(5)In the knowledge of teaching strategy,both novice teachers and experienced teachers rely on teaching materials,which are greatly influenced by the teaching materials,and they do not attach importance to experimental exploration;novice teachers use a single teaching strategy,and experienced teachers can adjust teaching strategies appropriately according to the students by means of linking production and life practice,using analogy,metaphor,experiment,image,constructing equivalent balance model,etc.(6)In evaluation knowledge,experienced teachers are more aware of the level of literacy that students should achieve,and focus on evaluating students from multiple perspectives such as knowledge,ability,and application;however,both novice teachers and experienced teachers lack the design consciousness of evaluation goals,mainly to evaluate students through tests,homework,and classroom questions,the evaluation methods need to be further diversified.(7)The influence factors of PCK are different between novice teachers and proficient teachers.The main factors affecting novice teachers' PCK are: do more college entrance examination questions,listen to experienced teachers' lessons,reflect on their own teaching,organized professional activities,carefully study teaching materials and reference books.The main factors affecting PCK of proficient teachers are:organized professional activities,self-reflection of teaching,student feedback,deliberately studying textbooks and reference books,do more college entrance examination questions,and daily communication with colleagues.With the accumulation of teachers 'teaching experience,the impact of doing college entrance examination questions,listening to experienced teachers' lessons and student learning experiences on PCK for the experienced teachers is weakening,but Studentfeedback,extensive reading of popular science books and classic educational books and reading of chemistry journals is increasing.Based on the research conclusions,under the topic of chemical equilibrium,the following suggestions are made for the development of PCK for the novice and the proficient teachers of high school:(1)Pay attention to the understanding of core concept and consolidate the content knowledge base;(2)Integrate teaching resources and optimize curriculum knowledge;(3)Strengthen the attention of students and expand the channels for students' knowledge development;(4)Strengthen teaching research to develop knowledge of teaching strategies;(5)update the evaluation concept and enrich evaluation knowledge.