Research On The Characteristics And Transformation Mechanism Of Chemistry Teachers' Pedagogical Content Knowledge Level At Different Stages Of Development

Teachers' teaching ability is an important factor that affects the quality of education,so the research on the development and mechanism of teachers' teaching ability is an important issue of education research.Studies by many scholars have shown that Pedagogical Content Knowledge(PCK)is an important knowledge that affects the level of teacher education and teaching,and is an important foundation for teacher professional development.By studying the subject teaching knowledge level,characteristics and mechanism of chemistry teachers at different development stages,it can help frontline teachers to reflect on and improve their subject teaching knowledge and promote the professional development of teachers.This study developed a set of PCK evaluation tools for chemistry teachers'classroom teaching based on the systematic review of the literature on PCK research at home and abroad.Then use the "oxidation-reduction reaction"(first class hour)as the research carrier,through the study of three teachers at different development stages in Wuhan(codes are C,F,G teachers,among which C is an experienced teacher and F is a novice teacher.Type teacher,G teacher as an intern teacher)and a pre-service teacher(teacher student,coded as Z)in a university conducted classroom observations,interviews and combined other qualitative material analysis to study the four teachers'performance in the redox-themed classroom The PCK level of teaching behavior and its differences,as well as the relationship and difference between PCK teaching cognition and their classroom teaching behavior,the characteristics and differences of the integration mechanism between the various components of PCK,in order to discover the specific themes of teachers at different stages of development Under the difference of PCK level and characteristics,I hope that front-line teachers can get inspiration from it,so as to improve their professional ability.The study found that:Teacher C's PCK development level is high,among which the knowledge about student understanding is the most abundant,and the various dimensions are highly integrated,and their PCK teaching cognition can be effectively transformed into classroom teaching practice;Teacher F's PCK development level is low.Among them,the knowledge about student understanding is the most lacking,the integration between the various dimensions is low,and the connection is lacking,and the cognitive level of PCK teaching is low,which cannot be effectively transformed into classroom teaching practice;the PCK development level of G teachers is higher than that of F teachers,and all dimensions The PCK teaching cognition can not be fully transformed into classroom teaching practice;Teacher Z's PCK development level is low,the knowledge about student understanding and scientific curriculum evaluation knowledge is the most lacking,the integration of various dimensions is low,and the connection is missing,Its PCK teaching cognition is difficult to effectively transform into classroom teaching practice.Through the systematic analysis of the PCK level and characteristics of the four teachers,the study draws the following conclusions:(1)The teaching orientation of experienced teachers is rich,and the teaching orientation of young teachers is single;(2)The scientific curriculum knowledge needs to be continuously and deepened;(3)The salient features of experienced teachers:The knowledge about students' understanding is very rich;(4)The evaluation content is concentrated on the knowledge level,and pre-service teachers should pay attention to improving their questioning skills;(5)Experienced teachers pay attention to students' learning strategies,young teachers Good at using various materials;(6)PCK of experienced teachers can efficiently transform into teaching practice.Insufficiency of knowledge is the fundamental reason that affects the transformation of PCK to classroom teaching practice;(7)Teaching orientation,scientific curriculum knowledge,and The connection frequency between the teaching strategy and the knowledge of the representation is high,forming an integrated relationship of mutual influence.The PCK of the experience teacher is highly integrated,and the lack of student knowledge leads to the lack of integration and connection.(8)Theoretical learning and practical learning are crucial to the growth of teachers.