Investigation And Research On The PCK Differences Between Urban And Rural Physics Teachers In Junior High Schools

Subject teaching knowledge is a kind of knowledge that can reflect teachers’ prof essionalism and academic speciality.It is a knowledge that teachers can change subject content into more easily grasped and improve teaching effect by appropriate teaching strategies under a specific subject,according to students’ situation and in a specific te aching situation.PCK affects the teaching level of teachers,but also provides a new w ay to improve their professional development.In this study,the junior middle school physics teachers in urban and rural areas as the research object,and the eighth grade physics "light reflection" as the theme,to study the PCK status of these teachers.Firstly,this study combs the research status of teachers’ PCK at home and abroad,and confirms that the components of PCK are subject curriculum knowledge,teaching strategy knowledge,students’ knowledge and teaching evaluation knowledge.By using questionnaire survey,classroom observation and interview,this study conducts a survey among junior middle school physics teachers in urban and rural areas.Eight indicators are used to compare and analyze the PCK of junior middle school physics teachers in urban and rural areas,so as to understand the current situation of PCK of junior middle school physics teachers in urban and rural areas.Through the comparative study of data,it was found that among the four elements of PCK adopted in this study,the junior middle school physics teachers in urban and rural areas had three aspects of physics curriculum knowledge,teaching strategy knowledge and teaching evaluation knowledge.Significant differences exist in three indicators: knowledge of curriculum content,choice of teaching strategies and knowledge of student evaluation,which are as follows: about one third of rural teachers have less richness in choosing curriculum content than urban teachers;urban teachers have richer representation of teaching strategies,especially in the use of strategies that are slightly more difficult to operate,such as flash application;Municipal teachers are better at evaluating students with different learning conditions,accounting for 60%,while rural physics teachers account for about 20% of other junior middle school teachers in urban and rural areas.There are still some problems: lack of depth of research on curriculum objectives in both regions;lack of attention to students’ physical and mental characteristics in both regions;and flexible use of ways to understand students.