Investigation And Research On PCK Of Student Group Experiment Teaching In Junior Middle School Physics Teachers

PCK,that is,subject teaching knowledge,is a kind of professional knowledge and ability for teachers to transform subject knowledge into knowledge that students can understand,and it is an important manifestation of teachers' teaching literacy.This study draws on the theoretical model of Magnusson,a foreign scholar,and investigates the mastering of Nan yang junior middle school physics teachers about the student group experiment teaching in the following five aspects: subject knowledge,curriculum knowledge,student knowledge,teaching strategy knowledge and evaluation knowledge.This study is mainly divided into two parts.The first part is a questionnaire survey of 119in-service junior middle school physics teachers in Nan yang City.The questionnaire survey was used to understand the PCK situation of the junior high school physics teacher group in the student group experiment teaching,and the PCK situation of novice teachers and experienced teachers was analyzed.The second part is to carry out a case study of an outstanding teacher,using classroom observation method and interview method,to analyze the specific PCK characteristics of the teacher in the group teaching experiment process.Found in study:In general,the PCK situation of junior high school physics teachers in Nan yang City on group teaching of students is better.Among them,the course knowledge is the best,and subject knowledge,student knowledge,and teaching strategy knowledge are also better.Mastery needs to be improved.The specific characteristics of the junior high school physics teacher student group experimental teaching PCK are as follows:In terms of subject knowledge,junior high school physics teachers can better grasp the definition and value of group experiment teaching for students.Comparatively speaking,experienced teachers have more comprehensive and higher-level knowledge of the definition and value of group experiment teaching than novice teachers.In terms of curriculum knowledge,junior high school physics teachers can design teaching goals for group experiments of students according to three-dimensional goals.Junior middle school physicsteachers have a better performance in the knowledge of experimental teaching content,and experienced teachers have better mastery of experimental skills,experimental methods,and rationality of experimental teaching content design than novice teachers.In terms of student knowledge,junior middle school physics teachers are obviously affected by teaching experience in mastering the cognitive characteristics of students.Experienced teachers perform better than novice teachers in paying attention to students;however,novice teachers and experience teachers are relatively weak and have no difference in the interaction with students.In terms of teaching strategy knowledge,junior middle school physics teachers are relatively rich in the teaching method reserve of students' group experiment teaching.In comparison,in the selection of teaching methods,based on the accumulation of years of teaching practice,experienced teachers can choose a more appropriate teaching method.In terms of evaluating knowledge,junior high school physics teachers gradually increase their self-recognition as their teaching experience increases.In terms of the diversity of evaluation methods and the rationality of evaluation,experienced teachers perform better than novice teachers.Based on the PCK defects of the novice teachers in the group experiment teaching of students in the difference analysis,and combined with the results of this study,the following suggestions are made for the development of the junior high school physics novice teachers and students group teaching PCK:(1)Deepen the understanding of students' group experimental teaching through the learning of teaching knowledge;(2)researching teaching materials and improving experimental operation ability;(3)enhancing teacher-student interaction and enhancing students' knowledge;(4)focusing on practice,reflection and communication,and mastering diverse teaching methods;(5)Improve self-evaluation and change teaching attitude.