Research On The Level Of Teaching Knowledge (PCK) Of Physics Teachers In Southern Xinjiang

With the development of The Times,the society requires higher and higher professional ability for teachers,making teachers face great challenges.Pedagogical content knowledge is the most important knowledge of teachers.This paper reviewed and analyzed the structure of the relevant research achievements of previous experts and scholars.Pedagogical content knowledge of physics teachers consists of the five elements of physics curriculum,subject teaching orientation,knowledge of student understanding,knowledge of physics teaching strategy and knowledge about evaluation.Whether the relationship between elements is coordinated and the level of development determines the teacher’s professional ability.From the perspective of educational ecology,the factors of the ecosystem should consider the relationship between factors and the whole,and analyze the connection between factors and system,system factors and various factors.Therefore,the researchers try to use the theory of educational ecology to analyze the connection between the elements of the physics teachers in southern Xinjiang and the influence of the system ecological factors on the teachers ’ pedagogical content knowledge,understand the overall role of each element on the subject teaching knowledge,and analyze the connection between the teachers’ pedagogical content knowledge and the ecosystem.The study collected data based on 365 middle school physics teachers in southern Xinjiang,using questionnaires and interviews to collect data.Using SPSS software investigates the current status of the pedagogical content knowledge level of subjects in middle school physics teachers in southern Xinjiang.The relevant analysis and regression analysis analyze the status and structural framework of physics teachers in southern Xinjiang.According to the results,the influence and influence of the factors and promote the development of physics teachers.The results show that the subject teaching knowledge of middle school physics teachers in southern Xinjiang is good.Among them,the evaluation method of teachers is relatively single,and the understanding of students needs to be deepened;the number of new teachers in teachers and the teaching ability of teachers;the mobility of teachers in this area is strong and the education ecosystem chain is unstable.In order to improve the pedagogical content knowledge of middle school physics teachers in southern Xinjiang,it needs the coordination and common development of each factor in the education ecosystem in southern Xinjiang.This research proposes the following suggestions according to the research conclusions: micro-education ecosystem: focus on improving teachers ’pedagogical content knowledge,pay attention to and improve students’ learning initiative.Mesoscopic education ecosystem: pay attention to the teaching ability of physics teachers in southern Xinjiang,and use the evaluation system to establish a comprehensive and diversified system to ensure the stability of the education ecosystem.Macro education ecosystem: build a regional-level communication platform and provide educational policy support.The physics teachers of middle schools in southern Xinjiang helped improve their pedagogical content knowledge level through the information exchange and adjustment between the educational ecosystem.