Study On The Strategy Of Improving The Teaching Ability Of New History Teachers In Junior Middle School Under PCK Theory

The quality and efficiency of middle school history classroom teaching has always been an important issue in middle school history education.Due to lack of teaching experience,single teaching strategy and low teaching quality,novice history teachers in junior high schools affect students' interest in learning history,their mastery of historical knowledge and the cultivation of students' core qualities.Pedagogical Content Knowledge(Pedagogical Content Knowledge)is the base of pedagogical work for teachers.The new history teachers in junior high school are not experienced enough to impart the knowledge of history to students effectively.By analyzing the research on PCK structure by Shulman and other domestic and foreign experts and scholars and the "professional standards for middle school teachers(trial)" issued in 2012,this subject attempts to propose that the PCK structure for middle school history teachers can be composed of five parts,including content knowledge,curriculum knowledge,student knowledge,teaching strategy knowledge and evaluation knowledge.In this paper,using literature method,interview method,classroom observation method,comparative method and other methods,with nine part of the general public middle school history teachers in jiangsu province as the object of investigation,in order to improve the accuracy of survey,The Establishment of the Republic of China,lesson 10,volume one,eighth grade of junior high school history,was selected as the research content.The interview outline is designed by Co Re model.Nine teachers of different teaching ages(4 novice teachers and 5 experiential teachers)are interviewed about the professors of the same course content.The PCK level of novice teachers and experiential teachers is compared through classroom observation of individual teachers.Therefore,methods to improve the effectiveness of teaching are proposed from the perspective of PCK.It is hoped that this study can provide a practical path for new history teachers in junior middle schools to improve the effectiveness of classroom teaching.