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A Research On Full-time Master Of Chemistry Education’s The Present Situation And Sources Of Pedagogical Content Knowledge

Posted on:2017-04-09Degree:MasterType:Thesis
Country:ChinaCandidate:Y X WangFull Text:PDF
GTID:2297330485970568Subject:Subject teaching
Abstract/Summary:PDF Full Text Request
Pedagogical Content Knowledge is the unique knowledge of teachers, but also core mark of the degree of teacher,s specialization. The Full-time Master of Chemistry Education is the professional master degree set up by nation, to cultivate the expert chemistry teachers for middle- schools. Pedagogical Content Knowledge dose very large help with Full-time Master of Chemistry Education for their middle school chemistry teaching in the future.The research on Pedagogical Content Knowledge of Full-time Master of Education is relatively short in our country. there is no relevant research on Pedagogical Content Knowledge of Full-time Master of Chemistry Education at present. So the investigation into the present situation and sources of Pedagogical Content Knowledge of Full-time Master of Chemistry Education is very meaningful. This study not only provide empirical data for theoretical research of Pedagogical Content Knowledge, but also offer the basis on which Full-time Master Chemistry Education,s training institutions make training policy.This study through literature method,questionnaire survey and interviewing,survey Full-time Master of Chemistry Education,s current state and sources of Pedagogical Content Knowledge. In order to let the investigation conclusion as real as possible, firstly before making questionnaires, the writer consulted a large number of literature; secondly selected all kinds of samples of Full-time Master of Chemical Education. Aiming at the shortcomings of the questionnaire survey, the writer made semi-structured interviewing to get more information. After finishing data analysis, conclusions are as follows: Overall Full-time Master of Chemistry Education,s level of Pedagogical Content Knowledge is lower. Different types of Full-time Master of Chemistry Education exist bigger difference in Pedagogical Content Knowledge.Full-time Master of Chemistry Education acquire Pedagogical Content Knowledge by narrow pathway.To solve above problems, the author puts forward some suggestions: Learn from the advanced training mode of other college to narrow the gap in training; Adjust the course structure to promote the development of Pedagogical Content Knowledge; Ensure education practice time to promote Pedagogical Content Knowledge transformation;Broaden the source of Pedagogical Content Knowledge to multi-channel acquire Pedagogical Content Knowledge; Strengthen teacher professional education to stimulate the development of Full-time Master of Chemistry Education of Pedagogical Content Knowledge.Finally. the writer summarized this research and pointed out shortcomings of the research.
Keywords/Search Tags:Pedagogical Content Knowledge, Full-time Master of Chemical Education, Influencing factors, Investigation
PDF Full Text Request
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