A Comparative Study Of PCK Status Quo Between Novice Physics Teachers And Experienced Teachers In High School

To become a good physics teacher,we must not only have a deep knowledge of physics,but also have the ability to impart this knowledge to students in a way that students can understand That is,Pedagogical content knowledge,the newly recruited physics teacher lacks many teaching experiences compared with experienced teachers.What is the difference between the two subject teaching knowledge,novice teachers to develop subject teaching knowledge is an urgent problem.Therefore,this study selected 166 high school physics teachers in Shenyang City to conduct a survey,including 95 novice teachers and 71 experienced teachers.Combining a variety of research methods,a comparative study of the status quo is mainly divided into the following stages:The first stage: document combing,the subject teaching knowledge,teacher professional development knowledge,found the inadequacy of existing research.To determine the research content of this study: high school physics novice teachers and experience teachers in the subject teaching knowledge of which dimension there are differences;The way for novice teachers to improve their own teaching knowledge.The second stage: the questionnaire and interview draft preparation,according to the subject teaching knowledge four dimensions to formulate the corresponding questions,in the course knowledge dimension examination,but also adopted the multiple-choice question form,more specific comparison between the two differences.The third stage: Firstly,in a small area,classroom observation and interviews with novice teachers and experienced teachers.then the sample was expanded and the SPSS data processing was combined with the questionnaire.It is concluded that novice teachers and experience teachers have significant differences in the knowledge of curriculum,teaching evaluation and teaching strategy,and not obvious differences in the knowledge dimension of studentsThe fourth stage: through the collection of questionnaires and classroom observation and the analysis of the results of interviews with teachers,combined with the summary of the professional development theory of teachers at home and abroad.A number of recommendations were made.