Investigation And Research On The Knowledge Of Teaching Strategies Of Middle School Biology Teachers From The Perspective Of PCK

With the coming of a new round of college entrance examination reform,students have gained more space for "choosing exams",and at the same time,they have put forward higher professional requirements for teachers.One of the core elements of teachers' professional development is to improve their teaching knowledge.Pedagogical Content Knowledge(PCK)occupies a core position in teachers' knowledge composition,which directly affects teachers' teaching behavior.As the core component of teaching knowledge,teaching strategy knowledge deserves the attention and exploration of educational researchers.In order to investigate biology teachers' teaching strategy knowledge in a more in-depth and objective manner,this research is based on literature reading,and defines the definition and constituent elements of teaching strategy knowledge,from the recognition,selection,application,adjustment,reflection,and language of teaching strategies.The eight aspect of representation,activity representation,and multimedia representation are carried out for research,and on this basis,questionnaires are compiled,classroom observation scales are developed,and the two are combined to conduct research on the teaching strategy knowledge of biology teachers.A questionnaire survey was conducted with 95 biology teachers as the research object,and the results found:(1)The biology teachers surveyed in this study have a relatively high level of knowledge of teaching strategies,with an overall average score of 3.94;(2)Through analysis of teacher teaching in different contexts The performance of strategy knowledge found that teaching age is an important factor affecting teachers' knowledge reserve of teaching strategies.With 5 years of teaching age as the term,teachers with less than 5 years of teaching age get an average score of 3.54,which is the lowest in "Reflection on Teaching Strategies",only 2.97.The “representation of speech” dimension performed best at 3.95;the overall performance of teachers over 5 years of teaching age was better,with an average score of 4.33,which needs to be strengthened in the reflection phase;this research also selected 4 topics and8 lessons for interactive system coding and quantification According to analysis,from the perspective of the proportion of biology teachers' teaching strategy knowledge classroom time,the average time proportion of all teachers has reached 62.18%,the proportion of teachers' teaching strategy knowledge time of more than 5 years has reached 70.29%,and the proportion of teachers with more than 5 years of teaching experience has reached 16.22%,indicating that teachers with higher teaching age are better at applying teaching strategy knowledge in the classroom;at the same time,this research also conducted specific text analysis on 4 lessons of 2 teachers with different teaching ages,and found that: teachers with higher teaching age It is more proficient to choose and apply teaching strategies according to the teaching content,and the ways to represent knowledge are more abundant,which is consistent with the results of questionnaire survey and classroom coding analysis.Based on the above results,this research proposes the following suggestions for the improvement of teachers' knowledge of teaching strategies:(1)Teachers should strengthen theoretical learning and enhance knowledge reserves;(2)Observe high-quality classrooms and accumulate teaching experience;(3)Improve reflection awareness and promote teachers The level of professionalism is improved.