不同发展阶段高中化学教师的PCK表征研究——以“物质的量”主题为例

Representation of High School Chemistry Teachers’Pedagogical Content Knowledge of“Amount of Substance”at Different Stages of Development

为探讨不同发展阶段的高中化学教师对于“物质的量”主题的认识,聚焦学科教学知识(PCK)的2个基本组成部分:(1)学生理解的知识,(2)教学策略和表征知识。基于PCK课堂观察量表和CoRe模型,对比分析新手、熟手、专家型教师关于“物质的量”主题的PCK表征。研究结果表明,不同发展阶段化学教师的PCK存在差异,教师对学生知识的理解影响了教学策略和表征方式的决策。

The purpose of this research is to explore the cognition of“amount of substance”by high school chemistry teachers at different stages of development.The research focuses on two basic components of pedagogical content knowledge(PCK):(1)knowledge of students’understanding,(2)knowledge of instructional strategies and representation.Based on the PCK classroom observation scale and CoRe model,the PCK representation of novice-proficient-expert teachers on the topic of“amount of substance”is compared and analyzed.The results show that there are differences in PCK for chemistry teachers at different stages of development.Teachers’understanding of students’knowledge influences decision-making in teaching strategies and representation methods.