Difficulties And Breakthroughs In "Knowledge Conversion" During The Internship Of Normal University Students

American Scholar L.S.Shulman put forward Pedagogical Content Knowledge(PCK)in 1986 in which he points out that people pay too much attention to the content knowledge and general pedagogical knowledge mastered by teachers,but neglect their connection and interaction,which leads to teachers’ failure to effectively converse subject knowledge to knowledge comprehensible for students,and further,to help students master subject knowledge.While,PCK is different from content knowledge,knowledge of learners and general pedagogical knowledge.It is a new type of knowledge which is integrated with different students’ different interests and abilities to integrate the content knowledge and general pedagogical knowledge under the specific subject of teaching.In the course of teaching,the teacher does not carry on the classroom teaching according to the original form of knowledge that is stored in his own mind,but first,according to the characteristics of the students’ interest and the learning level,the subject knowledge of the original form of the textbook is converted into PCK which is easier to understand and accept by the students,and then the teaching knowledge of the students is easier to be understood and accepted.Teaching.To a certain extent,the more the teachers develop and present their own PCK,the higher the level of their education and teaching,the greater the effectiveness of the students’ development.It can be concluded that improving and enriching teachers’ PCK,the most effective part of teachers’ professional knowledge,should be the focus of teachers’ teaching capability development.The possession of PCK is a process of "knowledge conversion",conversing subject knowledge and general pedagogical knowledge to PCK.As an important source of future teachers,normal university students’ teaching and learning ability has a profound impact on the quality and level of future student development.Therefore,paying close attention to the development of PCK of normal university students is of great significance to the training of normal students.As an important means and stage for training normal university students,teaching practice serves as important training for synergizing students’ theoretical study and practical teaching,as well as an important path to obtain PCK.An important indicator to evaluating whether the knowledge conversion ability of normal university students is improved is the quality of their teaching practices.Therefore,from the perspective of knowledge conversion,teaching practices of normal university students can be effectively improved by focusing on core issues and exploring the barriers and paths of their access to PCK,so as to realize the goal of enhance teaching capability of these "quasi-teachers".The paper consists of six parts.The specific contents of each part are as follows.First part: Introduction.This part introduces topic selection reasons,literature review,purpose and significance of this paper,research design and methods,key and difficult points and innovation.The second part: Interpretation of Relevant Theories Concerning Teaching Practice of Normal University Students.In this part,such concepts as normal university student,teaching practice,knowledge conversion and PCK are specifically defined.PCK,in this paper,refers to three parts including knowledge of relevant teaching content,student’s comprehension and pedagogical strategies and methods.Based on this,theoretical basis of this thesis,namely Teachers’ Professional Development Theory and Shulman’s Knowledge Conversion Theory,is elaborated.Part three: the Case Study of Knowledge Conversion of Normal University Students in Teaching Practice.In this part,the researcher studies the “knowledge conversion” process of normal university students in the three practice stages of initial,middle and final by adopting the method of “Co Re-Pa P-e Rs”.It is found that during the process of practice,the PCK knowledge of normal university students shows a tendency of concretization and contextualization with a low-level development.In the aspect of "knowledge about teaching content”: Teaching material content gradually transforms to teaching content;the ability of developing curriculum resources is increasingly stronger;and more attention is paid to students’ life situations.In the aspect of "students’ knowledge": From focusing on itself to focusing on students;the ability of controlling teaching difficulty depend on the students’ learning situation is gradually enhanced;and the approaches to predicate students’ difficulties in specific learning tasks become more diverse and accurate.In the aspect of "knowledge about teaching strategy": The means and level of classroom interaction are improved;and the ability of designing teaching games is enhanced.Besides,the factors that affect the knowledge conversion of normal university students are also analyzed at the end of this part.Part four: the Current Situation and Difficulties of Knowledge Conversion of Normal University Students in Teaching Practice.This part mainly states the current situation and difficulties of knowledge conversion of Normal University students in teaching practice.It is found that normal university students’ PCK improves during teaching practice but maintains at a low level.Normal university students’ knowledge development in the three dimensions of PCK during teaching practice is unbalanced: knowledge concerning content develops the slowest;that concerning teaching strategy and representation develops the fastest;and that concerning students remains at the overall level.At the same time,the following problems are found in the process of "knowledge conversion" of normal university students: the overall level of knowledge conversion of normal university students is low,the path of knowledge conversion of normal university students is relatively simple,the form of knowledge conversion of normal university students is relatively rough,and the "Aphasia" of theoretical knowledge in the process of knowledge conversion of normal university students.Part five: the Breakthrough of the Difficulties of Normal University Students in Teaching Practice This part mainly discusses the solutions to the difficulties in the practice of normal university students.It mainly includes: focus on the selection and evaluation of tutors in practice schools;explore the path of multiple effective "knowledge conversion";construct an internship model with "theme + class" as the carrier;improve the quality of teaching reflection of normal university students and reform the curriculum system of normal university students.Part six: Conclusion This part summarizes the main work and fruits of this research and describes the shortcomings and the future direction of further study.