Teaching Design And Practical Research Of "Sodium,Iron And Their Compounds" Under The Guidance Of PCK Theory

At a time when promoting the cultivation of all-round socialist successors and vigorously developing quality education,teachers have assumed the main responsibility of educating people.People pay special attention to how to improve the comprehensive quality of individuals and promote personal development,and gradually begin to think about how to effectively combine classroom and life,theory and practice,textbooks and practice,and how to carry out scientific and effective teaching,and then subject teaching knowledge has become one of the more popular topics.Subject teaching knowledge,also known as PCK(Pedagogical Content Knowledge,PCK),is the core knowledge that teachers often use in teaching.This is a kind of teaching knowledge that integrates subject knowledge through the teacher’s own experience and professional skills to teach from the perspective of students.Teaching knowledge of chemistry is currently a research hotspot,especially in the transition stage of curriculum reform,and its research value and significance are more extraordinary,which can provide guidance for educational development.This paper combs the research status of PCK at home and abroad to write an introduction,clearly conforms to the needs of national development,and establishes the basis and research method of topic selection.Then,according to the relevant literature,the components of chemistry teaching knowledge are characterized,and the following points are as follows:chemistry teaching goal knowledge,students’ chemistry knowledge,chemistry teaching strategy knowledge,chemistry content course knowledge,chemistry teaching evaluation and reflection knowledge.Based on Erikson’s PCK assessment of teacher PCK’s tools,the interview content was developed on the interviewee’s teaching views on sodium and iron and their compounds,including the five components of teaching knowledge in chemistry,and the interviews were all semi-open.Subsequently,several teachers were interviewed and divided into A and B teachers according to teaching age,in order to explore the differences in PCK among chemistry teachers with different teaching ages.The interview results were analyzed to summarize the similarities and differences of several teachers’ teaching of subject topics.According to the analyzed interview results,the teaching design of sodium and iron and their compounds was formulated by using the five main lines of PCK theory,respectively:knowledge line,strategy line,interest line,literacy line and evaluation line,and the five lines constituted a framework model to run the subject knowledge through.In order to test the teaching design based on the concept of PCK,this paper selects two classes with similar learning knowledge levels to carry out practice,divided into control class and experimental class,and records the pre-test test,the evaluation during the teaching process,the post-test test,and conducts follow-up interviews with teachers and students after practice,the purpose of which is to investigate the practical effect.Through the analysis,the following conclusions are drawn:(1)the teaching design and practice based on the concept of PCK have remarkable effects;(2)It is helpful to cultivate students’ core literacy in chemistry;(3)It will help promote the professional development of chemistry teachers;(4)contribute to the development of scientific teaching strategies;(5)It contributes to the development of diversified teaching evaluation.And put forward suggestions for newly recruited teachers to effectively improve their PCK:(1)expand their own teaching situation materials;(2)Study subject knowledge from multiple angles;(3)Understand students and change teaching strategies at all times;(4)Timely reflection to ensure the effectiveness of teaching.