Measurement Of High School Chemistry Teachers’ TSPCK On "Primary Battery"

PCK representing Pedagogical Content Knowledge,which is the major part of teachers’ professional development,keeps advancing with the progress of curriculum reform.The ‘General High School Curriculum Standard of Chemistry(2017)’ has put forward new requirements in terms of course nature,basic concept course structure,content and other aspects,which posed challenges to teachers’ professional development and were significantly important to the measurement of teachers’ PCK.It is validated that there are plenty of levels of PCK,while those towards specific topic(TSPCK)are more realistically significant.Compared with foreign countries,we are lack of researches on the measurement of PCK.Therefore,this study has determined the connotation and core elements of teachers’ TSPCK,developed a measurement tool of teachers’ TSPCK based on specific topic level to evaluate TSPCK of senior high school chemistry teachers,helping teachers have a clear cognition of their own pedagogical content knowledge development under a specific topic,find out the gap between high-level teachers and themselves and where to improve in all dimensions and plan development direction.It has enriched the theoretical system of teachers’ TSPCK to a certain extent as well.This study sorts out the research and development status of PCK theory at home and abroad by literature research method and defines the connotation and constituent elements of PCK on this basis.With the guidance of PCK theory,constructivism theory,teacher professional development theory and other theories,the connotation and core elements of TSPCK based on specific topic level is built.On the basis of Park’s five-element model,the teachers’ TSPCK measurement framework is constructed and the questionnaire on primary battery TSPCK level for high school chemistry teachers is designed referring to CORE measurement tool and combining with actual situation in China.The TSPCK measurement standard is implemented and the measurement form is developed according to the grade description.The measurement tool is modified and improved through interview method,the development status of high school chemistry teacher TSPCK is investigated,the feasibility of the measurement tool,overall and each element level of high school chemistry teacher TSPCK are analyzed and the conclusion is reached.According to the conclusions of theoretical research and empirical investigation,suggestions on the improvement and development of each element of high school chemistry teacher TSPCK are put forward.