Research On Cognitive Present Situation And Teaching Level Evaluation Of Chemical Triple Representation For Pre-service Teachers

The requirements of the new chemistry curriculum reform is to improve teachers’professional development. To achieve this requirement, it should be a trend according to development of the times putting forward a scientific and effective teaching mode which is chemical triple representation. Pre-service teachers are at the beginning stage of professional teachers, where the educational theory courses they learned will affect the teaching level of their triple representation. Here, the pre-service teachers’ cognition is the core part of the development for teaching, which will influence their understanding of course content and the relationship between them and their professional development.Therefore, research on the cognitive present situation and teaching level of chemical triple representation for pre-service teachers has important educational significance and value in teachers’ professional development and improvement of teachers’ teaching level.This paper takes the senior free normal education from XX Normal University College of Chemistry in Hubei province as object, chooses the textbook "Chemistry 1""the Properties of Metal and their Compounds" edited by The People’s Education Press as the topic. Through the empirical analysis methods, such as questionnaire survey,classroom observation,interviews and so on,this paper aims to realize the present situation and teaching level of chemical pre-service teachers’ triple representation. The thesis mainly consists of 5 parts:The first part is introduction, which contains the background, the content, the method, the goals and the significance of research. This part also statements the related literature, and set forth the meaning, the relationship, the existence problems and effective teaching tactics of triple representation. Moreover, this part surveys the current situation of students’ triple representation and redefines the concept of chemical triple representation based on research purpose.The second part is conceptual and theoretical construction, which introduces the related concepts of representation and pre-service teachers, uses the constructivism and zone of proximal development theory as the fulcrum of this thesis.The third part is the survey research on the current situation of triple representation in chemical reaction for pre-service teachers. In this study, researcher develops the self-made questionnaire and randomly selectes students from three micoteaching classes as the survey object. The research examines the cognitive of pre-service teachers’representation and analyzes the factors influencing the triple representation of pre-service teachers from the aspects of demographic factors.The fourth part depicts the level evaluation of pre-service teachers’ triple representation in chemistry teaching. After two different intervention of teacher taking microteaching courses, this paper adopts four classroom observation on the teaching behavior of triple representation for two pre-service teachers to analyze the level of triple representation for pre-service teachers in the process of teaching, to discuss the relationship between the cognition and teaching level of pre-service teachers’ chemical triple representation, and to study the influence of teachers intervention taking microteaching courses on the level of pre-service teachers’ triple representation. After each intervention, this paper also has carried on the interview on this two pre-service teachers in order to obtain the factors influencing their teaching level of triple representation in current stage, based on which this paper puts forward some rational suggestions.The fifth part elaborates the conclusion, reflection, innovation and prospect of this paper.The results show that: (1) pre-service teachers have good consciousness of triple representation in chemical teaching, but the development is unbalanced for the teaching ability of triple representation. Macro representation teaching capabilities are strong,while the microscopic and symbolic representation teaching capabilities are relatively weak. It is difficult for pre-service teachers to carry out the free conversion between different levels of representation. (2) there are not consistency with cognition and teaching level of chemical triple representation for pre-service teachers. (3) teachers intervention taking microteaching courses has obvious effect on the simulation teaching level of pre-service teachers’ triple representation. (4) previous course content learned and evaluation have influence on the level of pre-service teachers’ triple representation.