“高端备课”前、中、后高中化学教师PCK发展变化的案例研究——基于原电池主题

Case Study of Development and Change of Senior High School Chemistry Teachers’ PCK Before,During and After “High-End Lesson Planning”:Based on the Theme of Primary Battery

深入到具体教学内容主题的层面，对学科教学知识（Pedagogical ContentKnowledge，简称PCK）内涵构成和教师PCK的发展进行过程性研究。以北京师范大学化学教育研究所“高端备课”项目为平台，以《化学2》和《化学反应原理》的“原电池”主题为载体，提出PCK的分析框架，并据此开发调查问卷进行调查。结果表明教师在“高端备课”培训过程中，PCK的一级维度和二级维度均得到发展，其中学生学习知识和教学策略知识这2个一级维度的提升最为明显，电化学思维模型、学生认识发展特点、知识的功能价值和思路外显这4个二级维度的提升较为显著。教师普遍认为培训中的备课研讨环节和试讲反思改进环节，以及指导专家的分析讲解、质疑提问和讨论建议这3种指导行为是促使其PCK提升的主要原因。

This paper studied the connotation construction of Pedagogical Content Knowl- edge （PCK） and the development of teachers＇ PCK deepened into the level of specific teaching content. On the platform of the project of ＂high-end lesson planning＂ for the Institute of Chemi- cal Education, Beijing Normal University, and taking ＂primary battery＂ of Chemistry 2 and the Principal of Chemical Reaction as the carrier, this paper put forward the analytical framework, developed the questionnaire based on this, and investigated in senior high school in Beijing be- fore, during and after the training of ＂high-end lesson planning＂. The results showed that. In the course of ＂high-end lesson planning＂, the first dimension and the second dimension of PCK had been developed, among which the students＇ learning knowledge and teaching strategy knowledge were most obvious in these 2 dimensions, the improvement of the second dimensions were more significant, such as the electrochemical thinking model, the characteristics of students＇ cognitive development, the functional value of knowledge and the explicit expression of ideas. The teachers thought that the links of research and trial preparation in the training, analysis to explain, ques- tion and discussion of the guidance, questioning and discussion were the main reason for improve- ment of their PCK.