化学学科教学知识研究
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摘要
学科教学知识是教师知识的核心组成,是教师专业发展的重要部分,自美国学者Lee S. Shulman1986年提出该概念以来,深深影响了世界各国教师知识研究及教师专业发展,我国教育部2012年颁布的《教师专业标准》明确规定学科教学知识是中学教师的专业知识之一。
化学学科教学知识是化学教师知识的重要组成,为了了解我国教师化学学科教学知识的特征,特别是优秀教师化学学科教学知识的特征,本研究围绕如下问题展开研究：1.遵循化学学科的特征及化学教学的规律,化学学科教学知识应该包括哪些内容?2.化学学科教学知识的实际状态如何,它与教师所面对的教学内容的特征有关吗?它会随着教师教龄的不同而有变化吗?3.优秀教师的化学学科教学知识与一般教师的化学学科教学知识存在差异吗?4.在《化学反应速率》的教学中,优秀教师具有怎样的化学学科教学知识,他们的化学学科教学知识有何特征?
本论文的主体共分为3部分。
第1部分是理论建构。在文献阅读及文本解读的基础上,论述了化学学科教学知识研究的意义、方法。在分析学科教学知识概念的内涵、结构、发展特征的基础上,结合化学学科的特征及化学课程的要求提出了化学学科教学知识应该包括如下内容：对特定主题的化学教学内容的认识,对特定教学主题的学生认知特征的认识及对特定教学主题的教学策略的认识,并将上述3类内容细化为16类组成。
第2部分是化学学科教学知识特征研究。通过课堂观察、访谈等方法对化学教师学科教学知识的实际状态进行了研究。研究发现化学学科教学知识的内容的存在是有差异的,化学学科教学知识的16类组成中,有的组成在在研究课例中出现的频数高,有的组成在研究课例中出现的频数少,这说明不同教师化学学科教学知识的广度是有差异的,有的教师的化学学科教学知识的组成多,有的教师的化学学科教学知识的组成少；在元素化合物和化学原理两类不同类型的教学主题的课例中,教师的化学学科教学知识存在差异,如对教学主题核心知识层次的认识,在化学原理类教学内容中多于在元素化合物教学内容中的认识；不同教龄组的教师的化学学科教学知识的组成存在差异,高教龄组有更多教师的化学学科教学知识包含有对核心知识相关的科学思想的认识、科学过程等组成。这在一定程度上说明教师所面对的教学内容与教师的教龄是影响化学学科教学知识的因素。
第3部分是优秀教师《化学反应速率》教学主题下化学学科教学知识及特征的研究,第三部分的研究包括2章(第6章和第7章)。第6章通过对优秀教师与一般教师化学学科教学知识水平的对比研究发现：优秀教师与一般教师在核心知识的层次性的认识、核心知识相关的科学思想的认识、教学策略的选择基于教学内容的认识的差异比较大；两类教师都缺少对“误”概念的认识；两类教师对化学反应速率与日常生活的关系,对学生日常生活经验的认识、学生学习困难的认识基本没有水平差异。第7章对优秀教师在《化学反应速率》教学主题下的学科教学知识进行了分析并阐述了其特征。优秀教师的学科教学知识有一种特殊的组成一一对教学内容意义的认识,优秀教师的学科教学知识具有整体关联性：优秀教师通过对教学内容意义的追寻将对教学内容的认识和对学生认知特征的认识联系起来,通过教学策略的选择将对教学内容的认识与学生认知特征的认识联系起来。
Pedagogical content knowledge(PCK)is a core knowledge of teacher and an important part of teacher professional development, it has deeply influenced the teachers' professional development since USA scholars Shulman introduced it in1986. Ministry of education of China clearly defined pedagogical content knowledge is one of the professional knowledge of middle school teachers in first " teachers' professional standard".
In order to understand the characteristics of teaching knowledge of Chinese Chemistry teachers,specially the characteristics of outstanding teachers' Chemistry pedagogical content knowledge. This Paper focuses on the following questions:1) what it should be the composition of Chemistry pedagogical content knowledge following the characteristics of the Chemistry and the concept of Chemistry curriculum.2)What it is the composition of Chemistry pedagogical content knowledge in fact? It will bechanged as the teachers varies, It will be changed as the types of teaching content varies,and it will be changed as the longer years spenting on teaching.3) Is there a difference between the top teachers and the ordinary teachers? What is the difference, Their top teachers's CPCK ismore richer andmore reasonable?4) what are the CPCK of the top teachers' and what is the characteristics of them in the teaching of the chemical reaction rate.
The first part is theoretical construction. Based on literature review and text analysis, we discuss the meaning and method of studying pedagogical content knowledge. Based on analyzing concept development, structural features and developmental characteristics of pedagogical content knowledge, we propose that pedagogical content knowledge consists of three categories:understanding the teaching contents about a particular topic, understanding students' cognitive characteristics about specific teaching subject, understanding teaching strategies about specific teaching subject. Then the three categories are divided into16subcategories according to the characteristics of chemistry and characterization of chemistry curriculum.
The second part is study on the composition of CPCK.Through classroom observation and interview examined the chemistry teachers' composition of CPCK actual state. Study found that the composition of composition of CPCKis different, some composition in the case lesson have higher frequency, some composition's frequency is lower, it shows that the different teacher has the different conpostion of CPCK, some teachers composition of CPCK is more and others is less; Teachers have difference composition of CPCK in teaching element compounds and chemical principle, such as teachers' understanding of core knowledge's hierarchy, there are more insights in teaching chemical principle than in teaching element compounds; Teachers have difference composition of CPCK as the years changed spenting on teaching.Teachers have more insights about scientific-concept and scientific-process related to core knowledge when they have longer teaching years.
The third part is the study of knowledge and the characteristics of CPCK of top teachers in teaching chemical reaction rate. This research includes2chapters (Chapter6and chapter7). By comparing the CPCK of top teachers'and general teachers' teaching, it is discovered that there are a huge difference between the top teachers' and general teachers'CPCK, such as scientific concept to core knowledge、 understanding of teaching strategy based on the content features; All of teachers are lack of understanding of misconceptions, There are a considerable levels between top teachers and general teachers on the understanding of relationship between the chemical reaction rate and daily life, the understanding of students' daily life experience and understanding of students' learning difficulties about specific subject studying.
Chapter7is documented of the top teacher's CPCK in teaching the chemical reaction rate and analyzed the characteristics of their CPCK.Top teachers'CPCK has a special composition,it is understanding of the significance of teaching content. There are four compostions in top teacher's CPCK:understanding of teaching specific content, the understanding of students' learning about specific subject,understanding of the significance of teaching content and the understanding of teaching strategy,the four parts interworked and interconnected to ensure the holism and integrality of top teacher's CPCK.
化学学科教学知识是化学教师知识的重要组成,为了了解我国教师化学学科教学知识的特征,特别是优秀教师化学学科教学知识的特征,本研究围绕如下问题展开研究：1.遵循化学学科的特征及化学教学的规律,化学学科教学知识应该包括哪些内容?2.化学学科教学知识的实际状态如何,它与教师所面对的教学内容的特征有关吗?它会随着教师教龄的不同而有变化吗?3.优秀教师的化学学科教学知识与一般教师的化学学科教学知识存在差异吗?4.在《化学反应速率》的教学中,优秀教师具有怎样的化学学科教学知识,他们的化学学科教学知识有何特征?
本论文的主体共分为3部分。
第1部分是理论建构。在文献阅读及文本解读的基础上,论述了化学学科教学知识研究的意义、方法。在分析学科教学知识概念的内涵、结构、发展特征的基础上,结合化学学科的特征及化学课程的要求提出了化学学科教学知识应该包括如下内容：对特定主题的化学教学内容的认识,对特定教学主题的学生认知特征的认识及对特定教学主题的教学策略的认识,并将上述3类内容细化为16类组成。
第2部分是化学学科教学知识特征研究。通过课堂观察、访谈等方法对化学教师学科教学知识的实际状态进行了研究。研究发现化学学科教学知识的内容的存在是有差异的,化学学科教学知识的16类组成中,有的组成在在研究课例中出现的频数高,有的组成在研究课例中出现的频数少,这说明不同教师化学学科教学知识的广度是有差异的,有的教师的化学学科教学知识的组成多,有的教师的化学学科教学知识的组成少；在元素化合物和化学原理两类不同类型的教学主题的课例中,教师的化学学科教学知识存在差异,如对教学主题核心知识层次的认识,在化学原理类教学内容中多于在元素化合物教学内容中的认识；不同教龄组的教师的化学学科教学知识的组成存在差异,高教龄组有更多教师的化学学科教学知识包含有对核心知识相关的科学思想的认识、科学过程等组成。这在一定程度上说明教师所面对的教学内容与教师的教龄是影响化学学科教学知识的因素。
第3部分是优秀教师《化学反应速率》教学主题下化学学科教学知识及特征的研究,第三部分的研究包括2章(第6章和第7章)。第6章通过对优秀教师与一般教师化学学科教学知识水平的对比研究发现：优秀教师与一般教师在核心知识的层次性的认识、核心知识相关的科学思想的认识、教学策略的选择基于教学内容的认识的差异比较大；两类教师都缺少对“误”概念的认识；两类教师对化学反应速率与日常生活的关系,对学生日常生活经验的认识、学生学习困难的认识基本没有水平差异。第7章对优秀教师在《化学反应速率》教学主题下的学科教学知识进行了分析并阐述了其特征。优秀教师的学科教学知识有一种特殊的组成一一对教学内容意义的认识,优秀教师的学科教学知识具有整体关联性：优秀教师通过对教学内容意义的追寻将对教学内容的认识和对学生认知特征的认识联系起来,通过教学策略的选择将对教学内容的认识与学生认知特征的认识联系起来。
Pedagogical content knowledge(PCK)is a core knowledge of teacher and an important part of teacher professional development, it has deeply influenced the teachers' professional development since USA scholars Shulman introduced it in1986. Ministry of education of China clearly defined pedagogical content knowledge is one of the professional knowledge of middle school teachers in first " teachers' professional standard".
In order to understand the characteristics of teaching knowledge of Chinese Chemistry teachers,specially the characteristics of outstanding teachers' Chemistry pedagogical content knowledge. This Paper focuses on the following questions:1) what it should be the composition of Chemistry pedagogical content knowledge following the characteristics of the Chemistry and the concept of Chemistry curriculum.2)What it is the composition of Chemistry pedagogical content knowledge in fact? It will bechanged as the teachers varies, It will be changed as the types of teaching content varies,and it will be changed as the longer years spenting on teaching.3) Is there a difference between the top teachers and the ordinary teachers? What is the difference, Their top teachers's CPCK ismore richer andmore reasonable?4) what are the CPCK of the top teachers' and what is the characteristics of them in the teaching of the chemical reaction rate.
The first part is theoretical construction. Based on literature review and text analysis, we discuss the meaning and method of studying pedagogical content knowledge. Based on analyzing concept development, structural features and developmental characteristics of pedagogical content knowledge, we propose that pedagogical content knowledge consists of three categories:understanding the teaching contents about a particular topic, understanding students' cognitive characteristics about specific teaching subject, understanding teaching strategies about specific teaching subject. Then the three categories are divided into16subcategories according to the characteristics of chemistry and characterization of chemistry curriculum.
The second part is study on the composition of CPCK.Through classroom observation and interview examined the chemistry teachers' composition of CPCK actual state. Study found that the composition of composition of CPCKis different, some composition in the case lesson have higher frequency, some composition's frequency is lower, it shows that the different teacher has the different conpostion of CPCK, some teachers composition of CPCK is more and others is less; Teachers have difference composition of CPCK in teaching element compounds and chemical principle, such as teachers' understanding of core knowledge's hierarchy, there are more insights in teaching chemical principle than in teaching element compounds; Teachers have difference composition of CPCK as the years changed spenting on teaching.Teachers have more insights about scientific-concept and scientific-process related to core knowledge when they have longer teaching years.
The third part is the study of knowledge and the characteristics of CPCK of top teachers in teaching chemical reaction rate. This research includes2chapters (Chapter6and chapter7). By comparing the CPCK of top teachers'and general teachers' teaching, it is discovered that there are a huge difference between the top teachers' and general teachers'CPCK, such as scientific concept to core knowledge、 understanding of teaching strategy based on the content features; All of teachers are lack of understanding of misconceptions, There are a considerable levels between top teachers and general teachers on the understanding of relationship between the chemical reaction rate and daily life, the understanding of students' daily life experience and understanding of students' learning difficulties about specific subject studying.
Chapter7is documented of the top teacher's CPCK in teaching the chemical reaction rate and analyzed the characteristics of their CPCK.Top teachers'CPCK has a special composition,it is understanding of the significance of teaching content. There are four compostions in top teacher's CPCK:understanding of teaching specific content, the understanding of students' learning about specific subject,understanding of the significance of teaching content and the understanding of teaching strategy,the four parts interworked and interconnected to ensure the holism and integrality of top teacher's CPCK.
引文
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① Park,S& Oliver, J. S. Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Res Sci Educ,2008(38):261-284.
② Park, S., Ying-C hih Chen.Mapping Out the Integr ation of the Componen ts of Pedagogical Content Knowledge (PCK):Examples From High School Biology Classrooms[J]. Journal of Research in Science Teaching,2012,1-20.
① 注：文献中有的用content knowledge表示,有的用subject content knowledge表示,实际上它们都指与教学主题相关的学科知识。
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③ Loughran及其合作者提出的用于表征和描绘教师PCK的工具。
① John Loughran, Pamela Mulhallb and Amanda Berry, Exploring Pedagogical Content Knowledge in Science Teacher Education[J]. International Journal of Science Education,2008.30: 1301-1320.
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① Park,S& Oliver, J. S. Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Res Sci Educ,2008(38):261-284.
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① 注：文献中有的用content knowledge表示,有的用subject content knowledge表示,实际上它们都指与教学主题相关的学科知识。
② Marissa Rollnick, Judith Bennett, Mariam Rhemtula Nadine Dharsey and Thandi Ndlovu., The Place of Subject Matter Knowledge in Pedagogical Content Knowledge:A case study of South African teachers teaching the amount of substance and chemical equilibrium.:International Journal of Science Education,2008.30:1365-1387.
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③ Loughran及其合作者提出的用于表征和描绘教师PCK的工具。
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