The PCK Comparative Study Of Pre-service Chemistry Teachers And Expert Teachers

Since the 1980 s,American professor Schulman put forward the research of "subject teaching knowledge"(PCK),PCK has become the hot spot of teacher education research,and teacher PCK is also an important aspect of teachers' professional development.Through the comparative analysis of PCK between pre-service teachers and expert teachers,this paper aims to find out the weaknesses of pre-service teachers' PCK and provide enlightenment for teacher education and teachers' professional development.This paper makes a literature review of teacher PCK research at home and abroad,understands the present situation of teacher PCK research,clarifies the connotation of teacher PCK and the research method of teacher PCK,and provides theoretical support and method support for follow-up research.On this basis,the concept of pre-service teacher and expert teacher is clearly defined,and the PCK comparative analysis framework of chemistry pre-service teacher and expert teacher is determined.The paper further selects an expert teacher and two pre-service teachers to carry on the case study,based on the "chemical reaction rate" teaching case,comprehensively uses the classroom observation method,the interview method,the teaching text analysis method,based on the PCK structure.That is,from the four dimensions of subject understanding knowledge,teaching method knowledge,student knowledge and curriculum knowledge,this paper deeply analyzes the present situation and differences between pre-service teachers and expert teachers in PCK,and analyzes the weaknesses of pre-service teachers' PCK.The following research results are obtained.Knowledge of subject understanding: pre-service teachers have a more comprehensive understanding of the subject,have the awareness of infiltrating the knowledge of subject understanding to students,but lack the ability to infiltrate subject understanding in teaching.About the teaching method knowledge: the pre-service teachers consciously reintegrate the teaching content,but the rationality of the teaching content organization is deficient,the teaching strategy used by the pre-service teachers is relatively single,and most of them are mainly explained by the teachers.Pre-service teachers can not effectively implement the value of teaching evaluation such as practice and questioning.About students' knowledge: pre-service teachers can pay attention to students' knowledge base,but not profound and comprehensive enough;pre-service teachers attach importance to students' myth concept,but lack of Effect on the strategy of myth concept,pre-service teachers do not pay enough attention to non-intellectual factors such as students' interest in learning.About curriculum knowledge: there is a lack of knowledge of pre-service teachers' teaching objectives;pre-service teachers do not have a deep understanding of the teaching content;pre-service teachers have shortcomings in the formulation and implementation of teaching difficulties.Finally,the paper puts forward some suggestions on the development of PCK for pre-service teachers,including: pre-service teachers should deepen their understanding of subjects and improve their ability to implement subject understanding in class,and pre-service teachers should develop teaching method knowledge and improve their educational practice ability.In teaching,pre-service teachers should pay attention tostudents and deepen their understanding of all aspects of students.Pre-service teachers should constantly improve subject professional knowledge and construct a mature and perfect knowledge system.