A Research Of Professional Development About Biology Teachers Of Secondary School From The Perspective Of BPCK

With the effective implementation of the new round of curriculum reform in my country,and now the middle school biology curriculum is committed to making changes in various aspects such as curriculum design concepts,curriculum content system,and curriculum implementation and evaluation to adapt to the changes in new curriculum reform.This change also makes greater challenges and higher requirements for the professional development of middle school biology teachers.If they want to adapt to the changes brought about by the basic education curriculum reform,they need to continue their professional study,update the biological knowledge structure,and improve the overall quality.So how to effectively improve the high school biology teachers' professional capabilities to better adapt to the new curriculum reform has become urgent problems to be solved.BPCK(biological pedagogical content knowledge)as the unique knowledge of middle school biology teachers,it will have a direct impact on the effectiveness of their teaching activities,while the improvement of the BPCK knowledge system will help promote the improvement of teaching levels.The thesis includes the following seven parts.The first chapter is the introduction,including the research background of the thesis,research status at home and abroad,determination of research questions,research significance,research ideas,and research methods.The second chapter is a literature review,sorting out the related concepts and theoretical foundations involved.Concept definition aims to explain the three core concepts in this research-subject,including Pedagogical Content Knowledge(PCK),Biology Pedagogical Content Knowledge(BPCK)and professional development of teachers.The theoretical basis includes four important theories: constructivism theory,teacher knowledge transformation theory,teacher professional development stage theory,and lifelong learning theory.The third chapter is to design the "Professional Development Questionnaire for Middle School Biology Teachers from the Perspective of BPCK" by using the literature research method and interview method.It focuses on the preparation,testing and revision of the questionnaire,reliability and validity test,issuance and recovery,and the basic situation of the survey object,as support for future study.The fourth chapter is the research on the difference of the professional development of biology teachers of different teaching ages in middle schools from the perspective of BPCK.Based on the results of questionnaire surveys and interviews,the BPCK level and professional development of some middle school biology teachers in Chengdu were statistically analyzed.At the same time,through analyzeing several middle school biology teachers' teaching practice cases,which at different stages of development with the characteristics of professional development,a differential analysis of the BPCK level of biology teachers in middle schools of different teaching ages is carried out to get a preliminary understanding of the problems existing in BPCK of biology teachers in middle schools of different teaching ages.The fifth chapter is the research on the professional development needs of middle school biology teachers from the perspective of BPCK.Based on the analysis of the survey results and interviews with famous teachers on the practical needs of middle school biology teachers' professional development from the perspective of BPCK,and make recommendations to solve the problem of middle school biology teachers' professional development,and provide a reference for front-line middle school biology teachers and teacher-related education researchers.The sixth chapter is conclusions and recommendations.The seventh chapter is a limitation of the present study and prospects.Investigated by questionnaires and interviews,and combining the evidence of the differences in BPCK knowledge displayed by teachers in the observation of teaching practice,the conclusions are as follows:(1)There are significant differences in the four dimensions of biological science content knowledge,general pedagogical knowledge,knowledge about student understanding,and educational technology knowledge.Novice teachers this part of the high level of demand for knowledge.In fact,it reflects that teachers in the early stage of professional development are not proficient in mastering this knowledge or more rely on this knowledge to complete teaching.(2)From a specific point of view,the mastery of biological science knowledge among teachers of different teaching ages has basically reached the level of proficiency,but when the level of knowledge faced is relatively specific or needs to be applied,some teachers have relatively weak knowledge of teaching strategies,and the effectiveness of teaching design is not high.At the same time,there are fewer applications of educational evaluation in actual teaching,and the methods are relatively simple.This phenomenon is more common among novice teachers with a teaching experience of less than 3 years.Therefore,this part of the teachers need to further study the biological content knowledge,pedagogical knowledge and knowledge about student understanding.However,younger teachers are relatively more emphasis on the development of technology knowledge of education,and they more dependent on the use of modern educational technology to solve abstract problems in teaching in the teaching process.In contrast,teachers with rich teaching experience pay more attention to the use of textbooks and blackboard writing.(3)As far as most middle school biology teachers are concerned,they have insufficient mastery of pedagogy,psychological theory and other pedagogical knowledge,and they have shown greater demand in the process of professional development.This is a question that needs to be considered when designing the program of teacher professional training activities.In terms of promoting teacher professional development,most middle school biology teachers can recognize the important role of regular reflection in teaching practice,and also pay attention to the important value and necessity of educational research for solving teaching practice problems and improving teaching ability.However,they believe that it's difficult to promote education and scientific research in actual teaching work,which mainly reflects the lack of knowledge of educational scientificIn response to the above research conclusions and the actual needs of BPCK training for middle school biology teachers,some strategies and suggestions for training middle school biology teachers BPCK are finally proposed:(1)It is necessary to continue to consolidate the basis of subject professional knowledge,further update the knowledge structure,build a mature and complete knowledge system,expand the depth and breadth,and increase the learning initiative in the knowledge construction;(2)Develop diversified teaching models,increase practical experience in migration applications,and improve educational practical capabilities,at the same time,we should pay attention to students in teaching,deepen our understanding of all aspects of students,continuously strengthen biology teaching practice and teaching reflection,and promote the generation of educational wisdom;(3)Enriching biological teaching and research activities at all levels,training activities to improve the subject-specific training,paying attention to the professional development needs of middle school biology teachers,and truly implementing the results.