Research On PCK Of Physics Teachers In Senior High School

Pedagogical Content Knowledge(PCK for short)is the most meaningful knowledge among teacher’s knowledge.It is different from the traditional subject knowledge and is the special integration of teacher’s subject content field and pedagogy.The research and development of PCK plays an important role in construction of teacher’s professional development model and exploration of methods to promote the transformation of classroom teaching.Through literature review,it is found that most of the existing research on teachers’ pedagogical content knowledge is concentrated on the theoretical level,mainly involves the division of the components of PCK,while few studies combine teachers’ pedagogical content knowledge with specific physical teaching content,which also leads to the fact that PCK still does not play a major role in guiding physical front-line teaching.Based on the systematic elaboration of PCK’s physics kinematics in senior high school by no research at present,this study combines kinematic knowledge with teacher’s pedagogical content knowledge according to the relevant theories of learning psychology,and tries to form teaching plans of kinematics unit to provide reference for front-line teachers.The main work of this study is as follows:1.Investigation on the current situation of teachers’ pedagogical content knowledge.With the Curriculum Standard of Regular High School Physics(2017edition)and The Book for Physics Teachers of Regular High School as the main reference,determine the pedagogical content knowledge required by high school physics teachers,and design a questionnaire to investigate the PCK status of front-line teachers from the two dimensions of "subject knowledge" and "teaching knowledge".2.Build an effective teaching design mode.Relying on the Learning Psychology Theory,by writing schema,defining content,analyzing appriaches and clearing sequence four steps to accomplish the core component of physical concept and law of teaching design —— teaching task analysis.Based on the current situation of teacher’s PCK survey,cases of kinematics-related teaching design are given to clarify the strategies for solving problems in kinematics-related teaching links.3.Test of the teaching effect.Based on the Bloom’s Taxonomy of Educational objectives,the students’ test papers on three knowledge points of mass point,instantaneous speed,relationship between displacement and time of linear motion with constant velocity are designed from three levels of memory,understanding and application,and the test results before and after the teaching implementation are compared to test the effect of the teaching design.The conclusions of this study are as follows:1.Teachers still have deficiencies in subject knowledge,which leads to the lack of reflecting the connotation of subject knowledge in classroom teaching design,and the relevant teaching knowledge is scattered,and there is no systematic and effective teaching program.2.Practical test shows that the teaching design relying on learning psychology theory can effectively improve students’ understanding of physics concepts and laws,thus improving classroom efficiency.