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Research On "Oxidation Reduction Reaction" In Pedagogical Content Knowledge For Students On Teaching Chemistry

Posted on:2017-04-26Degree:MasterType:Thesis
Country:ChinaCandidate:G M PengFull Text:PDF
GTID:2297330482988172Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
This study based on the new curriculum requires for professional teachers and normal students confused about their development as a candidate teacher. Chemistry normal students’ pedagogical knowledge and its sources explored from the horizon of pedagogical content knowledge. Cultivation ways more beneficial to the development of normal students summarized. Pedagogical content knowledge is specific content in the subject knowledge expressed by teacher using the way students can understand.This study builds a pedagogical content knowledge theoretical model based on present research of Parker and Xu. The research object is2012 grade chemistry normal students of Hunan Normal University, the specific thesis “Oxidation reduction reaction” chosen from third section of second chapter of high school chemistry book(compulsory 1)published by People’s Education Press. Firstly, questionnaire survey was collected pedagogical content knowledge and sources from 2012 grade chemistry normal students of Hunan Normal University. Then, teaching preparation method was applied to normal students’ subject knowledge,deeper research and excavation on current knowledge and resources of pedagogical content knowledge of normal students based on interpretation and subsequent interviews of "Oxidation reductionreaction". Finally, suggestion suitable for the cultivation of chemistry normal student of Hunan Normal University based on research founds was proposed. Following conclusions were obtained:The participants were observed to have a certain degree of pedagogical content knowledge, mainly at the theoretical level with a basic discipline knowledge. But the difference exists in the elements of the specific knowledge, knowledge of the subject content and teaching strategies is slightly better than the other three kinds of knowledge.Participants possess weakly the pedagogical content knowledge linked to the practical specific teaching in high school closely attribute to the lack of practical experience. Lack of orientation knowledge exists in the pedagogical content knowledge; without a thorough understanding of pedagogical content knowledge and thinking is not deep, etc. students more concerns about the knowledge they have understood than unknown,choose of knowledge of teaching strategies relied on textbooks too much.evaluation of knowledge oriented by feedback effect and skills dimension,the lack of diversity evaluation.Accordingly to above results, this study suggest three proposals to optimize knowledge cultivation of chemistry normal students :(1) an increase of linkages of College Basic Chemistry Courses and high school chemistry knowledge;(2) increase the practice of Chemistry Teaching Theory Course in Chemistry Teaching, make full use of case teachingknowledge of excellent teachers to promote understanding of teaching;(3)an increase of education practice in universities, such as the extension of education and practice time, an increase of micro-teaching practice or teaching skills competition, to develop the pedagogical content knowledge of normal students.
Keywords/Search Tags:Chemistry, Normal education, Students, Pedagogical Content Knowledge, Oxidation reduction reaction
PDF Full Text Request
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