Research On The "Pulley" Teaching Strategy Knowledge Of Junior Middle School Physics Teachers

As an important part of teachers’ subject Pedagogical Content Knowledge(PCK),teaching strategy knowledge has the most direct impact on the effect of classroom teaching.In order to verify,apply and supplement the theory of teaching strategy knowledge of middle school physics teachers,Taking "pulley" as an example,this study was carried out from two aspects based on literature analysis method,content analysis method,interview method and classroom observation method.In the first study,NVivo11 qualitative analysis software was used to encode and analyze 30 excellent video examples of "pulley",and common teaching strategies in "pulley" teaching were extracted and classified according to two standards of "presentation of specific activities" and "presentation of specific problems".In study 2,based on the research results of Study 1,NVivo 11 qualitative analysis software was used to encode and analyze the "pulley" teaching videos of 7 novice teachers(including 3 in-service teachers and 4 pre-service teachers)and 3 experienced teachers,so as to compare the teaching strategy knowledge of novice teachers and experienced teachers.Among them,the result of first study shows that:1.Overall,the theme of "pulley" includes the application of 14 common teaching strategies,including demonstration experiment and student experiment.There are 7kinds of presentation of specific activities and specific problems.The number of different teaching strategies is different and the difference is obvious.2.As for each teaching link,each teaching link involves the comprehensive application of various of teaching strategies,and the selection of teaching strategies is not single.However,due to the different contents and emphases involved in each link,the types and quantity of teaching strategies used in each teaching link are different.3.From the application of specific teaching strategies,the same teaching strategy can be applied to different teaching links according to needs,but there may be differences in specific forms or contents;Some teaching strategies are closely related to the characteristics of specific teaching topics,and their universality is poor.The second study finds that:1.Thanks to the collective lesson preparation system,there is no significant difference between novice teachers and experienced teachers in the types of teaching strategies on the theme of "pulley",but there are only some differences in the total number of times of teaching strategies;However,there is an obvious gap between pre-service novice teachers and experienced teachers both in the types of teaching strategies and in the total number of teaching strategies used.2.In the actual classroom teaching process,the difference between novice teachers and experienced teachers in teaching strategy knowledge is mainly reflected in the flexibility,pertinence and simplicity of teaching strategy selection in each teaching link.Novice teachers are not as good as experienced teachers in these points.3.Specific to each teaching link,novice teachers and experienced teachers also show some similarities in the application of teaching strategies in some aspects.For example,both types of teachers pay attention to the application of life examples,can adopt a variety of teaching strategies to promote teaching and learning,and lack systematic theoretical reflection and summary of teaching strategies.Finally,considering many factors affecting novice teachers’ teaching strategy knowledge,this paper provides five suggestions for the improvement of novice teachers’ teaching strategy knowledge,including implementing centralized lesson preparation system,listening to more experienced teachers’ high-quality courses,strengthening pre-class learning situation analysis,persisting in theoretical learning of teaching strategy,and teaching in multiple learning periods.