Investigation And Research On “Student Knowledge” Subject Of “Chemical Balance” Of High School Chemistry Teachers From The Perspective Of PCK

"Student knowledge" refers to teachers’ knowledge of students’ existing knowledge base,myth concept,learning difficulties and learning results when learning a specific subject."Student knowledge" is the core of subject teaching knowledge(PCK).The level of "student knowledge" of high school chemistry teachers affects their teaching effect and teaching quality.This study takes "chemical balance" as the carrier to explore the following two questions:(1)What is the current situation of "student knowledge" of high school chemistry teachers?(2)What are the influencing factors of high school chemistry teachers’ "student knowledge" ?In view of the above problems,according to the literature of "student knowledge" and "chemical balance" as well as the guidance and suggestions of experts and front-line teachers,the questionnaire of "Student knowledge" on the topic of "chemical balance" of high school chemistry teachers from the perspective of PCK was compiled.The reliability and validity of the questionnaire were tested by SPSS and Rasch software,which proved that the reliability and validity of the questionnaire were good.127 high school chemistry teachers were selected for formal investigation,and the results were analyzed.The following conclusions were reached:(1)According to the five-level evaluation method,we can know that the overall situation of "student knowledge" of high school chemistry teachers is good.In the four dimensions of "student knowledge" of high school chemistry teachers,teachers’ mastery of students’ existing knowledge basis is excellent;Mastery of student learning outcomes is also excellent;The mastery of students’ learning difficulties is medium;The students’ grasp of the concept of myths is a failing grade and needs to be further improved.(2)The four dimensions of "student knowledge",namely the existing knowledge base,the concept of myth,the learning difficulty and the learning outcome,are significantly correlated with each other.(3)The influence factors of high school chemistry teachers’ "student knowledge" are mainly investigated from demographic factors and other dimensions.It is found that among the demographic factors,the teacher’s gender,school type,teaching age,professional title and graduate school type have no significant influence on the "student knowledge" possessed by high school chemistry teachers.The grade and educational background have significant influence on the "student knowledge" possessed by high school chemistry teachers.Among the other dimensions,the influence of individual factors is the most significant,followed by student factors,school factors,family and social factors.(4)It is found that most of the high school chemistry teachers are satisfied with their own "student knowledge",only a few teachers are not so satisfied.On the basis of exploring the current situation and influencing factors of high school chemistry teachers’ "student knowledge",this paper puts forward some suggestions to develop the "student knowledge" possessed by high school chemistry teachers:(1)to understand the real state of students and improve the "student knowledge" possessed by teachers;(2)in-depth ontological knowledge,correct control of students’ existing knowledge base;(3)The accumulation of chemistry teaching experience to make up for the deficiency of myth concept recognition;(4)Actively carry out discipline teaching and research activities to solve students’ learning difficulties;(5)Pay attention to details in teaching to ensure teachers’ judgment of students’ learning results.