Research On The Development Of PCK For Normal Chemistry Students

The development of PCK for normal students is an important aspect of their teacher professional development,and the development of PCK for normal students is the core task of the training of normal students.The course of chemistry pedagogy is an important way for the development of PCK for normal chemistry students.This article studies the development of PCK for normal students based on the course of chemistry teaching theory,and aims to discover the development of PCK after the course of chemistry teaching theory for normal students,so as to make suggestions for promoting the development of PCK for normal students and provide relevant electives for the follow-up training of normal students.The teaching of courses and practical courses as well as the starting point of PCK for post-service novice teachers provide references.This study,on the basis of relevant research literature at home and abroad,has been clear about the normal PCK components including teaching orientation,curriculum knowledge,students knowledge,evaluation and teaching strategies of knowledge,and according to the normal study illustrates the connotation of the characteristics of these factors of PCK,on this basis,the research constructs the evaluation index system of normal PCK.In order to comprehensively evaluate and describe the development of PCK of normal university students,this study,based on the evaluation index system of PCK,combined qualitative research and quantitative research,made an in-depth analysis of the development of PCK of normal university students who have learned the chemistry teaching theory course from three different perspectives: cognitive development,application development and structural development.First of all,in order to evaluate students’ PCK cognitive development situation,this study developed a likert scale type PCK survey questionnaire,through the factor analysis,success including all PCK elements are extracted from six factors(including teaching strategy knowledge is divided into two factors: general knowledge of teaching strategies and chemical specific content theme teaching strategy knowledge);The analysis shows that the reliability and validity of the PCK questionnaire developed in this study is high.This study used the PCK questionnaire to select normal university students from 4 classes(valid sample is 246 normal university students),and measured the cognition of normal university students on their own PCK before and after learning the course.The results showed that the cognitive development of PCK in normal university students was better.After learning the course,normal university students’ self-evaluation of PCK’s five dimensions--teaching orientation knowledge,course knowledge,student knowledge,evaluation knowledge and teaching strategy knowledge have been significantly improved compared with that before learning the course,which provides a guarantee for the subsequent development of other aspects of PCK of normal university students.Second,PCK of teachers and all the elements in this study divided the specific performance in the design of the teaching level,select a effective samples(53)classes,further combining students in-depth interviews,to students in the course teaching design are analyzed before and after the score,and applies the Rasch model for normal PCK application level is analyzed.Studies have found that students to effectively develop the application level of PCK,but development is not balanced,before the course,students in PCK whole 1 level,students don’t have or have little PCK and course,PCK whole students at two levels,students have the basic PCK,and can to a certain extent,the integrated use of PCK each factor in the design of the teaching.The development of PCK elements of normal university students is not balanced,among which the development of teaching strategy knowledge and curriculum knowledge is better,while the development of teaching orientation knowledge,student knowledge and evaluation knowledge is not perfect.In addition,the development of the factors of the two dimensions is not balanced.Thirdly,this study adopts the PCK map tool,selects 8 normal university students,carries on the deep description analysis to the structure,the correlation and the characteristic of each element of PCK of normal university students.It was found that the structural association of PCK in normal university students was basically established,but there were some differences in the stability and strength of the association.Among them,the relationship between teaching strategy knowledge and curriculum knowledge is the strongest,and the stability is the best.Normal university students can choose appropriate teaching strategies according to the teaching content.In addition,there is a strong correlation between students’ knowledge and the two elements,which is reflected in the fact that normal university students will take students’ factors into consideration when designing their teaching.However,the relationship between evaluation knowledge and instructional orientation knowledge and other factors is weak and unstable.Teaching orientation knowledge and evaluation knowledge are the difficulties in the development of normal university students.The teaching orientation of normal university students varies greatly in different contents and themes,and their performance is not stable.Normal university students are still in the mechanical imitation application stage to grasp the orientation knowledge.In addition,normal university students are obviously weak in the evaluation of knowledge,the evaluation dimension is mainly knowledge dimension,and the evaluation times are few,and the evaluation method is single.Based on the research findings and conclusions,the thesis puts forward suggestions on the development of PCK for normal students and the current teaching of chemistry teaching theory in normal universities.Finally,the thesis reflects on the deficiencies of the research.