A Comparative Study Of PCK Between Novice Biology Teachers And Expert Biology Teachers In Senior High Schools

In 1986,American scholar Schulman and others took the lead in putting forward the concept of "Pedagogical Content Knowledge"(PCK)in view of the separation of subject knowledge and teaching knowledge in American teacher qualification certification.PCK has been paid attention to and introduced into China since its development in the United States.PCK refers that the teachers transform and characterize subject content into a form of knowledge suitable for students' learning,and it is the ability of individual teachers to integrate or transform specific subject knowledge,specific teaching content and teaching methods in teaching practice.Referring to the research foundation of foreign scholars on PCK,relying on the three major backgrounds of the domestic High School Biology Curriculum Standards(2017 edition),the new requirements for teachers in the new era and the inevitable requirements for teachers' professional development,the author of this paper makes a detailed review of the relevant literature,and carefully analyses the advantages and disadvantages of PCK research at home and abroad,focusing on the novice and expert types of high school biology.Based on Schulman's theory of six components of teachers' knowledge,this paper makes a comparative analysis of the differences of teachers' PCK,and makes a comprehensive evaluation by using Parker's PCK gauge analysis table.Through research,the author finds that novice teachers and expert teachers are obviously different in the following six aspects:In terms of teaching orientation knowledge,firstly,novice teacher's teaching concept pays more attention to the specific problems of teaching and themselves,while the expert teacher pays more attention to the development and needs of students and they have a deeper understanding and deeper thinking of biology,pursue the ultimate goal and value of biology teaching;secondly,although novice and expert teachers set the teaching objectives with moderately difficulty according to curriculum standards(2017),novice teachers tend to confuse the subject of process of education and teaching and obscure the behavioral verbs which makes teaching objectives are often vague,abstract,difficult to observe,measure and evaluate,thus ignoring the specific performance of teaching objectives.In terms of subject content knowledge,expert teachers pay more attention to the networking of knowledge,the connection between knowledge learned before and other chapters,the connection with other disciplines,especially the connection between biology and real life,the application of biology knowledge and the study of biological history.On the knowledge aspect of content organization,novice teachers' knowledge is not closely and incoherently linked,making knowledge become isolated fragments,which is not conducive to students' self-construction of a systematic knowledge system;expert teachers mostly reprocess the content of textbooks,and they usually make the logical relationship between teaching knowledge clear and close,focusing on guiding students to think and cultivating students' logical thinking ability.In terms of students' understanding of knowledge,firstly,novice teachers often has a poor grasp of learning conditions,which makes them completely reference to curriculum standards(2017)in the setting of teaching difficulties,while an expert teacher takes into account the characteristics of learning conditions,curriculum standards and teaching objectives when formulating teaching difficulties,so as to make them fit with students;secondly,novice teachers can basically grasp students' learning difficulties but this grasps is accurate and thorough.Expert teachers can think from the students' point of view.Therefore,they can grasp the difficulties,doubts and mistakes of students very well.They have sufficient presupposition and good classroom production effect.In the aspect of knowledge feedback,novice teachers tend to give positive and negative feedback directly,and they are less likely to inspire students.Expert teachers on the contrary,pay more attention to guide and inspire students and to stimulate students' enthusiasm and initiative in learning,which is also conducive to cultivating students' innovative ability and innovative thinking.In terms of the knowledge of teaching strategies,novice teachers have relatively less teaching experience.They generally adopt direct teaching and accepting learning strategies,and are less likely to use teaching strategies such as inquiry learning and cooperative learning.Expert teachers are more skilled in choosing different teaching strategies according to specific teaching situations,and they think that "teaching is not prescribed,it is more important to have proper methods".To sum up,there are great differences between novice biology teachers and expert biology teachers in six aspects of the PCK framework,and novice biology teachers are weaker than expert biology teachers in six aspects.