| The proposal of the General High School Chemistry Curriculum Standard(revised in 2017 and 2020)takes the improvement of students’ core quality of discipline as the main training goal of the curriculum,which requires the majority of senior high school chemistry teachers to have a deep understanding of the concept of chemistry curriculum,a deep understanding of the nature of chemistry curriculum,a deep grasp of chemistry knowledge,basic concepts of discipline,scientific evaluation and reflection methods Effective teaching and learning methods for in-depth research and learning.The promulgation of the new curriculum standard,the use of the new textbooks and the promotion of the new college entrance examination have put forward new requirements for teachers’ subject content knowledge(PCK).How to integrate the subject core literacy with the subject teaching knowledge,namely,"subject quality teaching knowledge"(PCKL),is the key link in PCK research in the context of quality education.In the current research,the research on the PCKL connotation and evaluation standard system evaluation scale for senior high school chemistry teachers is still in the primary stage,and has not formed a complete and mature theoretical system and evaluation system,which makes teachers unable to effectively evaluate their own PCKL level and take effective optimization and upgrading measures.Therefore,this study has constructed a complete PCKL evaluation standard system for senior high school chemistry teachers and conducted an empirical study.Based on the PCK theory and the teacher professional development theory,this paper has conducted the dimension division and system construction on the connotation structure of PCKL through consulting relevant works,domestic and foreign relevant documents,combining with the new curriculum standards,the professional standards for middle school teachers and other relevant documents,and has prepared the PCKL evaluation standard system for high school chemistry teachers through expert inspection.According to the level division and evaluation standard system,the PCKL Questionnaire for Senior High School Chemistry Teachers was initially prepared in combination with the principle of scale preparation,and the final draft of the questionnaire was formed through expert review,preliminary test and reliability and validity test.The questionnaire was used to investigate the current situation of senior high school chemistry teachers in Heilongjiang Province,collect data for confirmatory factor analysis,further modify the connotation weight relationship of PCKL,and propose specific teaching strategies for the current situation of teachers’ PCKL.Through research,the following conclusions can be drawn: high school chemistry teacher PCKL consists of seven elements: chemical discipline knowledge of chemical discipline understanding,chemistry curriculum knowledge,students’ understanding of chemistry knowledge,chemistry teaching strategies and representation knowledge,evaluation knowledge,chemistry subject core literacy knowledge,teaching design element determination and systematic coordination.The empirical research results indicate that high school chemistry teachers’ PCKL is at an above average level,but the overall development is uneven,and there is significant room for progress in evaluating knowledge and chemistry curriculum knowledge.Different types of schools and teachers can improve their PCKL level by strengthening teacher training and observing high-quality cases.This study integrates core competencies into PCK theory,optimizes the connotation structure of subject literacy teaching knowledge for high school chemistry teachers,forms a complete PCKL theoretical system and evaluation system,enriches the research perspective of PCK theory,and makes teacher subject literacy teaching knowledge not only stay at the theoretical level,but also have practical value,providing a basis for self diagnosis and development of high school chemistry teachers in China. |
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