Case Research On PCK Development Of Novice High School Chemistry Teachers Base On Lesson With Heterogeneous

The new curriculum reform requires teachers to combine subject knowledge and teaching theory in teaching practice,optimize teachers' knowledge structure and promote the professional development of teachers.Pedagogical content knowledge is the organic integration of subject knowledge and teaching method knowledge,which affects the quality of teaching and reflects the professional level of teachers.With the addition of the new force of teachers every year,the professional growth of novice teachers needs a process,the lesson with heterogeneous activity has become a teaching and research activity to help novice teachers grow quickly,and it is also one of the important means to promote the professional development of novice teachers.Lesson with heterogeneous to classroom teaching situation as the carrier,through the cooperative pre-class collective discussion,classroom observation and after-school collective discussion and reflection links,to achieve the exchange of ideas between the teacher's community,collision of new thinking sparks,can effectively promote the PCK development of teachers,which is an important way for novice teacher's professional development.Based on the novice teachers' understanding of lesson with heterogeneous activities and their cognition and development needs for PCK,this research explores the role of lesson with heterogeneous activities in developing novice teachers' PCK level and promoting the professional development of novice teachers.From theory to practice,it enriches the PCK development research of novice teachers,and provides reference for the professional growth of novice teachers.This paper uses the literature analysis method to understand the research status of PCK and lesson with heterogeneous,clarifies the theoretical basis of the research,and proposes the teacher PCK structure and PCK characterization and measurement tools based on lesson with heterogeneous.In order to carry out targeted research,a questionnaire was designed,using questionnaire survey and interview methods to understand the novice teachers' participation in lesson with heterogeneous activities and PCK development needs,etc.,and analyze the novice teachers' response to lesson with heterogeneous activities.It is concluded that the PCK development needs of novice teachers mainly focus on the three dimensions of curriculum knowledge,student knowledge and teaching strategy knowledge.In order to carry out in-depth research,the author took two novice high school chemistry teachers A and B as the research objects,and took two topics of "Ionization of Acid,Alkali,and Salt in Aqueous Solution" and "Elements Concentrated in Seawater-Chlorine" as the case of lesson with heterogeneous,content representation(Co Re)and representation of teaching experience(Pap-e Rs)are used to detect the PCK development and changes of two novice teachers before and after the activity of lesson with heterogeneous.Focus on the study of two novice teachers' knowledge of teaching objectives,knowledge of textbook analysis and processing,knowledge of students' learning preparation,knowledge of students' learning difficulties,knowledge of general teaching strategies,knowledge of teaching strategies of specific subjects,and scientific statistics and analysis of research data.Combined with interviews with novice chemistry teachers and senior chemistry teachers,the PCK development and changes of two novice chemistry teachers are revealed from multiple angles.The research results show that:(1)The PCK level of novice chemistry teachers have promoted,the performance is that the PCK level of the two novice chemistry teachers has increased from a low level to a lower-middle level;(2)The development of knowledge in the three dimensions of PCK is uneven.Among them,curriculum knowledge develops fastest,student knowledge develops simultaneously,and teaching strategy knowledge develops slowly;(3)The three dimensions of PCK are interrelated and affect each other.Based on the analysis of the above research,the author puts forward several insights to effectively promote the PCK development of novice chemistry teachers:(1)Learn from expert teachers through the lesson with heterogeneous activity,and novice teachers learn from each other;(2)Form a teacher learning community,Give full play to the positive role of practical teaching,discussion and reflection;(3)Strengthen the training of pre-service teachers' teaching ability and strengthen the training of novice teachers.