Study The Influence Of Chemistry Didactics Course Which Is Based On Mobile Learning On Pre-service Chemistry Teachers' Development Of PCK

The rapid development of technology and increasingly rapid pace of life put forward more and more high requests to people,but the traditional education in meet the demands of people to learn becomes very difficult,on the basis of digital learning and information technology development of mobile learning are well catered to this problem. What's more,the rapid development of science and technology make mobile learning more convenient than ever before.This research in chemistry didactics course uses mobile learning technology, in order to explore the following questions:(1) Before chemistry didactics course, how is the level of junior students'pck?(2) After chemistry didactics course,how is the level of junior students'pck?(3 ) After chemistry didactics course, the PCK how to change?(4) Chemistry didactics course bases on technology of mobile learning ,what is the effect on junior students'pck?This paper includes six parts. Part ? is introduction. It illustrates the origin of research questions, significance, research design and methods. Part ? is the literature review, illustrates the core concepts of "mobile learning" and "PCK". Then comprehensive review of the research-related domestic and foreign research. Part ?constructs the model,illustrates the core concept of "model of teaching",constructs suitable teaching model for this study, illustrates example of teaching model. Part ?researches the development of PCK, regards 48 students which in chemistry didactics course as research objects,using PCK level evaluation framework evaluates objects,PCK level before and after chemistry didactics course. Part ? draws up and carries out the questionnaire, the purpose is analyzing the chemistry didactics course how to effect the objects' PCK level. Part ? is the conclusion of this study, innovation and deficiency,the research prospects.The research conclusion of this paper as follows: knowledge about the teaching goal,the research objects in this dimension scored an average of ascension,the junior students design the teaching goal mostly from curriculum standard,one-sided pursuit"three-dimensi-onalobject" to merge the relationship between "three-dimensional object"and the goals have been the role of orientation.Knowledge of the chemistry course,before learning chemistry didactics course, objects can not completely make use of curriculum standard requirement to organize the teaching content.Now,they can take advantage of curriculum standard to organize the teaching content and deal with keynotes. Knowledge of the students, to student's existing cognitive, in the beginning many research objects based on the teaching process to identify, lack of attentions to students' cognitive development. After learning chemistry didactics course,the objects of study can pay attention to and understand the students' cognitive development. Concept of myth to the students, at beginning most research objects stay in the concept of "know part of the myth of students but don't know the reason". Now the research objects can recognize the concept of myth and understand some reasons of myth concepts. Knowledge about the teaching strategy, in organization of teaching content part, most objects' level promotes obviously.Now they can logicly design the teaching content and activities with gradient difficulty;In content rendering part, at first objects need use certain teaching methods to help students to accept knowledge, now they teach students to obtain knowledge, to explore and summarize.Knowledge about evaluation and reflection,at beginning the research objects can achieve part goals,some can make teaching reflection but can not aware theirselves' insufficients or lack of improvements. After learning chemistry didactics course, objects can manage them very well. In students' part,after a semester learning vast majority of the research objects make timely adjustment according to students' performance in class,clearly aware of whether students master the knowledge,can resolve the problems what students encounter. What's more,chemistry didactics course which based on mobile learning environment has played a great role in research objects' development of PCK, "knowledge about teaching strategy" is the biggest beneficiary,then is "knowledge about evaluation and reflection",at last is"knowledge of the chemistry course".This paper proves using mobile learning technologies in chemistry didactics course can promote research objects' development of PCK. Of course, it also from side reflects mobile learning technology benefits to improve the quality of pre-service teachers'education. This study provides new way and new methods for using mobile technology improve quality of pre-service teacher education, also provides some references for further education reform.