Learning Design Research On Pre-service Chemistry Teachers’ Comprehensive Learning Of Subject Matter Knowledge

With the rise of the education reform, diversified teaching mode also makes education more emphasis on practical knowledge of teachers, Despise ontological knowledge, Ignore students’ subject matter knowledge level of understanding the profound influence on their professional growth. Choose"Learning design research on Pre-service chemistry teachers’comprehensive learning of subject matter knowledge"as the topic, the following two points of a new attempt: first, for the students, to seek the best learning path, in the promotion of students’ understanding of the subject content knowledge, the main body of the study back to the students. Two, through the demand analysis, the students learning situation as a starting point, understanding in this learning process is both a means of learning, but also the purpose of learning. Study aims to through the construction of chemical subject content knowledge and understanding of the nature of learning design model, causing the learner’s attention to subject content knowledge, get rid of the restriction of student teachers’ professional development of the shackles; and promote chemistry subject content knowledge to understand the level of ascension. To guide the normal students to experience and understand the learning paradigm, to lay the foundation for lifelong learning. This study is expected to provide a reference for the informal learning of teacher education.In this paper, we take the 63 chemistry education major normal students of grade two as the test group, select the 25 members of the "future teacher team " as the experimental group, and the rest as the control group. On the basis of the investigation of the present situation about the understanding level of the content knowledge of the chemical Normal Studengts.We put forward a learning design model to promote chemical Normal Studengts’understanding of Subject content knowledge. And put it into practice. Finally, through specific data analysis to verify the rationality and effectiveness of the design of learning model. The preliminary conclusions are as follows:1. The conclusion of the investigation on the present situation about the content knowledge learning of the students in Normal UniversityThere is a big difference between the chemistry normal students’knowledge faith, the majority held the system’s knowledge faith, only less hold shallow constructivism beliefs. Although the specific knowledge belief is much better than that of chemical class affective beliefs, but metacognitive beliefs of chemical knowledge is not synchronous development. The understanding level of subject content knowledge goes beyond the level of single point structure, in a more fragmented structure of multipoint level or associated structures, only a relatively small part of the students are able to achieve the level of the expand of abstract structures which can solution to the problem freely. Only a very small number of normal students can establish a horizontal or vertical relationship between the layer and the layer of the knowledge structure of the subject content knowledge structure, and form a network of chemical knowledge structure. The microscopic characterization ability of chemistry teachers is obviously different, and a lot of knowledge can not be used in micro world. It shows that the normal university students’ understanding of the concept, fact and principle of Chemistry is still in the stage of memory and shallow understanding.2. The practical conclusion of the research on understanding learning design of chemical Normal Studengts’ Subject content knowledge.Case study(CBL), result in the attention to the subject content knowledge, examine the fault of the layer of their own knowledge and understanding, establish the understanding of the concept of learning. Cooperative learning can integrate learning resources, stimulate thinking collision, expand the knowledge context, trigger deep thinking to promote knowledge reorganization, acquisition understand learning path. Learn by design(LBD), in the practice of subject experiment, optimize their knowledge structure, cultivate the discipline research methods and thinking mode. Learning of problem solving, in the real situation in applying their knowledge and experience of the organic connection between chemistry and life, to promote the formation of science literacy.3. The evaluation conclusion of the research on understanding learning design of chemical Normal Studengts’Subject content knowledge.The experimental group and control group, experimental group compared with overall average indicators do not exist significant differences. The expected effect of study design is not obvious in the quantitative detection of the teaching design.Experimental group and control group from the various dimensions of teaching design data analysis can be found:the learning design the content selection dimension effect of good, in the design of teaching analysis dimension effect is poor, in the teaching process dimension and the teaching design overall evaluation dimensions have certain effect, but still need to be improved.Semistructured interviews showed that:the normal university students began to pay attention to the Onto logical function of the content knowledge of chemistry, the study design to a certain extent promoted the learning awareness of their professional courses. At the same time, it has a positive influence on the chemical knowledge belief and the meta cognition of the chemical learning process.