A Case Study On The Influence Of Educational Practice On The Development Of Computer Science

Shulman is the man who proposed Pedagogical Content Knowledge (PCK) at theearliest, and uses the PCK to integrate the binary opposition of the academic andnormal. PCK is the knowledge which is used to transform the content knowledge tothe knowledge which is easily comprehended by students by a new form. PCK is thecore of teachers’ knowledge, is the essential link between subjects and students, is thedifference between teachers’ knowledge and experts. To found what differentinfluence does the different form educational practices have to the mathematicsnormal students and to ofer some doable advice to the latter educational practices andthe mathematics normal students’ curriculum arrangement in normal university. Theresearcher collected data of two mathematics normal students which take differentforms of educational practice, and discussed four questions:(l) How is the PCK inevery stage of the educational practice?(2) What changes does each normal studentshave before and after the educational practice?(3) What’s the differences of eachmathematics normal student’s PCK development routine?(4) What factors influencedth’e development of the mathematics normal students PCK? Of which factors relatedto the form of the educational practice?There are two mathematics normal students (female) who took part in theresearch. They have the similar educational practice, and they are familiar with theresearcher, that can ensure the authenticity and naturality. Researcher recorded threereal classes of the two mathematics normal students. The Recorded videos of the threestages are all in the same class，so it ensures the same students. The curriculumscontent are all about concepts. At the last, in the end of the educational practice，theresearcher had the two mathematic normal students answered a questionnaire aboutthe aim of math education, and conducted semi-structured interviews about theeducational practice. The researcher also surveyed the students about their perceptionsof the two mathematic normal students’ PCK.The researcher collected data by recording classes, conducting questionnaires, conducting semi-structured interviews, collecting the instruction files and etc.Through the literature research, this paper analyses the PCK by ifve dimensions:overarching conceptions of subject content, pedagogical knowledge, subject matterknowledge, knowledge of students’ understanding, knowledge about curriculum. Theprocess is divided into three stages: the former stage, the middle stage and the laststage. The paper make a longitudinal comparison of each of the two mathematicsnormal students’ PCK in the three stages, and then make a transverse comparison ofthe two mathematic normal students’ PCK combining with other data to find thedevelopment and changes of the two mathematics students" PCK both before and afterthe education and its influencing factors.The result of the study includes:(l)The two mathematics normal students’ PCKhas no apparently changes before and after the educational practice;(2)When takingpart in the educational practice, substituted post exercitation’s effect doesn’t betterthan the internship;(3) Frequent reflection can accelerate the development of the twomathematics normal students’ PCK；(4) Observing more classes in the realenvironment can make up the deficiency of teaching time.(5)The educational practicecan only promote the topic-speciifc knowledge, not definitely make the mathematicsnormal students familiar with the math knowledge of middle school;(6) Both the twoform educational practice can increase the knowledge about students. The educationalpractice has some influence on the two mathematics students’ overarchingconceptions of subject content.Factors that affect the development and the changcs of the two mathematicsnormal students’ mainly include:(1) The theory learning in university;(2)The abilityof observing class and reflection of the mathematics normal students;(3)Attitude;(4)The opinion of the practice guidance teachers；(5)The ability of finding questionsnot the number of instruction;(6) The number of observing class;(7) Theexperience of teaching in home and other similar experiences;(8) The educationalenvironment (include the school environment and the student ethos and etc.)-According to the analysis of the development and changes of the twomathematics normal students’ PCK, combining with the interviews, the researchcr put forward the following suggestions to the curriculum of normaluniversities:(1)Accelerate the transition of the Mathematics normal students’ idea ofthe role of professional positioning and the idea of education;(2) Notice the fusion thetraining mode and curirculum in the Pre-service education，the not the more practicethe better of the effect;(3)The mathematics normal students should strengthen theirreading books related to mathematics education theory.