A Case Study Of The Characteristic Of The Chemical Triple Representation Behavioral Level Of Pre-service Student Teachers In PCK Field

The new round of curriculum reform promotes the development of students’ core quality,which puts forward higher requirements for teacher specialization.PCK(Pedagogical Content Knowledge)as teachers comprehensive a variety of pedagogical knowledge itself to master knowledge of subject content knowledge applied to practice,is a kind of special measure of teachers’ professional knowledge,teachers’ PCK level height will directly influence the development of students.According to the characteristics of chemistry,the level of chemical triple representation of teachers is an important factor affecting the level of PCK.As the reserve force of education in China,the development level of PCK will directly affect the foundation of education in China.Therefore,it is of great significance and value to study the PCK level of the chemical triple representation of pre-service teachers.This study of hubei province as the research object,a normal universities and senior intern in a "metals and their compounds are required for the first class as the research subject,based on the research of the related literature,after the opinions of the consent of the education experts and scholars,develop the chemical triple characterization of pre-service teachers’ teaching level evaluation scale,analyze the pre-service teachers’classroom teaching behavior,and combining the semi-structured interviews,clear in chemistry triple characterization of pre-service teachers’ PCK level,probe the factors that influence the level of pre-service teachers’ PCK and reasonable Suggestions are proposed according to analysis of the structure.In this paper,through the self-made PCK qualitative evaluation scale of four preservice teachers classroom through analysis of the transcripts,summarizes the following:(1)chemical triple characterization of four teachers teaching level in the medium level,although there is a gap between four teachers,but the gap is not big,have very big development space.(2)in terms of teaching content,four teachers pay more attention to the teaching of macro knowledge and symbolic knowledge,while ignoring the explanation of micro knowledge.(3)in the course of teaching,although there are more interactions,more teachers are the center,ignoring the students’ cognitive level.Although(4)expressed in language,teachers can description of the corresponding teaching content relatively clear,but not enough words simply,concise,and to the point,sometimes multiple occurrences of oral language,and the macro the expression level of knowledge is far higher than for the micro expression level of knowledge.(5)in terms of the problems is put forward and discussed,pre-service teachers’ questions of macro and symbolic knowledge level are higher than the micro knowledge questions,although the principle focus on small steps,but invalid to ask more,in most cases is a teacher ask answer,lack of guidance.(6)in the aspect of students to participate in,macro and more knowledge to chemistry experiment,video or chemical small story form,such as student participation is high,and the microscopic single use of AIDS knowledge,student participation is low.(7)in terms of feedback to the student,pre-service teachers’ feedback on macro and symbolic knowledge levels are higher than feedback on micro knowledge level,four teachers can answer accordingly the correct response to the student,but seldom do it guides the student to solve problems independently,the problem of sublimation.The author through to the four pre-service teachers’ interviews further evidence the pre-service teachers explain difficulties in micro knowledge,most teachers think micro knowledge is more abstract,it is hard to image representation.The innovation points of this study are as follows:(1)chemical triple characterization of teachers’ levels of past research mostly adopt the method of questionnaire to explore teachers’ knowledge of subject matter,and for teachers in the classroom teaching of chemistry triple characterization of the level of knowledge is more quantitative statistics of the teachers’ concrete macroscopic,microscopic and symbolic representation of the number of times to characterize the triple of the teachers teaching level and no introduction,this study through develop the pre-service teachers chemical triple characterization level assessment tools,and clear grade standards,chemical triple characterization of pre-service teachers’ teaching level for qualitative analysis,fully understand the pre-service teachers’ PCK level in terms of chemical triple characterization.(2)this study mainly focuses on the pre-employment teachers during the internship.After consulting the literatures,the research on chemical triple characterization at home and abroad has focused on students and front-line teachers,and paid less attention to the former teachers in the internship stage.