Based On The Theory Of PCK Development Of Chemistry Discipline Core Literacy Of High School Chemistry Teaching Design And Practice Of Research

The 2017 edition of the general high school chemistry curriculum standards condensed the core lite racy of chemistry,it established the inner connection between core literacy and chemistry curriculum tea ching,and clearly put forward five aspects of core literacy in chemistry,but in the secondary school stag e teachers are forced to rush to pursue the promotion rate due to the pressure of the college entrance exa mination,which makes teachers in teaching either favor the systematic teaching of subject knowledge o r the formal expression of teaching knowledge,resulting in teachers neglecting the development of stud ents’ core literacy in chemistry.The theory of Pedagogical Content Knowledge(PCK),which integrates subject knowledge and pedagogical knowledge,is in line with the new curriculum that emphasizes "liter acy-based" teaching and can effectively promote the development of core literacy in chemistry.This study analyzed the current status of research on PCK theory and core literacy in chemistry usi ng a literature research approach.Defined the relevant concepts and used constructivist theory,nearest d evelopmental zone theory and cognitive-discovery learning theory as the theoretical support for this stu dy.A questionnaire was used to measure the current high school students’ existing core literacy in chemi stry,in which the assessment included both self-assessment and testing,on the basis of which the PCK t heory was reconstructed and the principles and strategies for applying PCK theory to teaching were illus trated.And PCK theory was integrated with high school chemistry content,and three teaching cases wer e designed and implemented in a middle school in Baoji City.Finally,the students’ core literacy in chem istry was measured again using a questionnaire,and the conclusions of this study were drawn on the bas is of the assessment data combined with the results of the teacher interviews.The results of the study showed that teaching design and practice based on PCK theory can develo p students’ chemical subject literacy in teaching and learning,and the application of PCK theory is cond ucive to the improvement of students’ learning understanding,application practice and transfer innovati on ability.Teaching with PCK theory facilitates both the expression of teachers’ pedagogical knowledge and the transfer of subject knowledge,which making the classroom more dynamic.Empirical data show that PCK theory is effective in developing students’ core literacy in chemistry.Therefore,this study is v alid and practical for developing students’ chemistry subject literacy through teaching design and practic e based on PCK theory,and can provide reference for front-line teachers to apply PCK theory to their te aching practice.