A Comparative Study On The Characteristics Of Subject Teaching Knowledge (PCK) Of Middle School Physical Education Teachers In Ningbo

This study uses literature method,questionnaire survey method,interview method,mathematical statistics method and other research methods to investigate and analyze the level of the Pedagogical Content Knowledge(PCK)of physical education teachers in Ningbo middle schools,and explore the specific characteristics and characteristics of different teachers' PCK.It is for physical education teachers.The development of PCK puts forward appropriate suggestions to provide theoretical basis and reference for physical education teachers to improve their own subject teaching knowledge structure and promote personal professional development.At the same time,they can also provide reference for the training of physical education teachers and post-employment training of physical education teachers in my country,and promote Professional development of physical education teachers.This study draws the following conclusions:(1)The average value of the four dimensions of the subject teaching knowledge(PCK)of the survey target from high to low is student knowledge>content knowledge>situational knowledge>teaching knowledge.(2)In the student knowledge,the survey subjects have the best grasp of "student age characteristics" and poor grasp of "student sports foundation".The reason may be that the number of students in the class is large,and the students' sports foundation and learning ability are different,which requires a lot of input from teachers.Energy to distinguish and summarize;In the content knowledge,the knowledge of "sports rules,etiquette and safety knowledge" is the best,and the "recognition of students' wrong actions" is poor.This may be due to the individual differences of students and teachers' understanding of correct technical actions;In the situational knowledge,the “use of school venues and equipment” is the best,and the “utilization of community resources” is the worst.The reason may be that the existing resources of the school can basically guarantee the development of school physical education,and the demand for using community resources is low;In the teaching knowledge,the best mastery of "evaluation of students' learning effects" and poor mastery of "providing students with teaching feedback" may be due to the teacher's understanding of correct technical movements and the ability to correct students' movements.(3)There is no difference in the Pedagogical Content Knowledge(PCK)of the survey subjects in gender,teaching period and education situation.(4)The Pedagogical Content Knowledge(PCK)of the survey subjects is different in terms of job title and career cycle stage,and there are commonalities in four dimensions.The situation of trainee teachers is relatively poor,and there are differences from the other three types of teachers.The second-level teachers are compared with the first-level teachers.There are differences between senior teachers.There is no difference between first-level teachers and senior teachers in the four dimensions,which may be due to the teaching age,teaching experience,post-service education and other reasons.(5)The Pedagogical Content Knowledge(PCK)of the survey subjects is different in the level of teaching and scientific research.The possible reason is that the higher the competition platform and the higher the level of scientific research,the higher the level of teaching observation and discussion,and the more opportunities for teachers to receive cutting-edge knowledge of modern education.This research puts forward the following suggestions:(1)Pay attention to the transition and connection between teacher education and first-line physical education;(2)Strengthen the improvement of the subject teaching knowledge level of post-service physical education teachers.