A Comparative Study On The Differences Of PCK Before And After The Practice Of Chemistry Teacher Students

Since Professor Schulman put forward the concept of Pedagogical Content Knowledge(PCK),many scholars have realized their important position in teacher training and teacher professional development,and agree that Pedagogical Content Knowledge is the dynamic knowledge formed in practice.But the teacher's traditional training methods far-reaching impact,at present,most of our normal colleges and universities on the normal mode of training students are more emphasis on disciplinary theory,light education practice,To change this situation and cultivate excellent pre-service teachers,we must explore new Pre-service teacher training model,and "normal school students before and after the practice of PCK differences in comparative study" to find out the possible factors that affect the difference,to promote the development of normal school students Pedagogical Content Knowledge provides a better way of thinking.In this paper,the questionnaire survey method and the classroom observation method were used to investigate the Pedagogical Content Knowledge of the subject before and after the internship,and the interview method was used to understand the idea behind the classroom teaching.The difference between the knowledge of the course knowledge,the teaching strategy and the characterization knowledge is not obvious.That is to say,the practice of chemistry teacher students to master the subject knowledge and knowledge of students has a greater promotion,And the need to strengthen the knowledge of the curriculum,teaching strategies and characterization.And try to analyze the possible reasons,on this basis put forward some suggestions for improvement.