Investigation On Full-time Physics Education Master’ Konwledge Of Student In PCK And Improving Strategies

PCK is the abbreviation of Pedagogical Content Knowledge,which was first proposed by American educator Shulman.He believes that the core of PCK is how to transform the subject knowledge of teachers into knowledge that students can easily understand.After Shulman,other scholars have conducted in-depth research on the connotation of PCK on the basis of it,and "student knowledge" has always been a constant component of its core connotation.In this article,"student knowledge" refers to the knowledge that teachers grasp the students’ mastery of a certain knowledge point,the concept of myth and the difficulty of learning.In this study,part of the knowledge of high school electromagnetics was used as a carrier.Firstly,a questionnaire on the difficult knowledge points of high school students ’ "electromagnetism" and a questionnaire on the estimation of difficult knowledge points of high school students’ "electromagnetism" were compiled.Masters of physics education and high school students choose difficult knowledge points of electromagnetics that vary widely.Then according to these difficult knowledge points of electromagnetics,compile the test papers of difficult knowledge points of high school students "electromagnetism" and the estimated test paper of difficult knowledge points of "electromagnetism" of high school students,and then distribute them to 300 high school students and 38 full-time physics education masters.Through the comparative study of the actual answers of high school students and the estimated results of the full-time master of education,the following status of "student knowledge" in the PCK of the full-time master ofphysical education is learned:(1)Among the 30 knowledge points included in "Electromagnetics",there are a total of 7 difficult knowledge points with a large difference between the estimated situation of the Master of Physics Education and the actual choice of high school students,namely: "Coulomb’s Law" and "Electrostatic Force" Work and potential energy "," electrostatic shielding "," distribution of charge on insulators and conductors "," magnetic effect of current "," force of static / moving charges in a magnetic field ","conditions of induced current generation ".(2)Understand the "student knowledge" of the Master of Physics Education from three aspects: "Grasp the mastery of high school students","Grasp the concept of mystery of high school students" and "Grasp the specific difficulties of high school students’ learning." The Master of Physics Education only has better "student knowledge" on the knowledge point of "the force that the static / moving charge is subjected to in the magnetic field",while on the other 6 knowledge points,the "student knowledge" of the Master of Physics Education has obvious deficiencies..(3)From the perspective of development trends,sophomore and first-year physics masters in"Student Knowledge" "Grasp the mastery of high school students","Grasp the concept of high school students’ myths" and "Specifically The "difficulty in learning difficulties" is not obvious.In general,the "student knowledge" of the Master of Physics Education has obvious deficiencies in most knowledge points of electromagnetics,and there is no obvious difference between the "student knowledge" of the first and second year of the Master of Physics Education.Through interviews and related literature analysis,it is found that there are three main factors thataffect the "student knowledge" of the Master of Physics Education,subject knowledge,classroom teaching practice experience and teaching diagnosis strategies.Accordingly,the following three improvement strategies have been proposed for the optimization and cultivation of the Master of Physics Education from the two aspects of colleges and universities and the Master of Education itself:(1)The Master of Education should review and consolidate the knowledge of physics from the perspective of teaching.(2)Colleges and universities should improve the requirements of the "practice of classroom teaching" in the teaching practice.(3)Universities should optimize the teaching content of professional theoretical courses.