Research On Knowledge Of Instructional Strategy Of Pre-service Chemistry Teachers In PCK Field

The new curriculum reform puts forward higher professional requirements for teachers,and one of the cores of teachers’ professional development is to improve the level of the Pedagogical Content Knowledge（PCK）.As an important part of teachers’ PCK,the Knowledge of Instructional Strategy（Ko IS）directly affects teachers’ PCK level and determines the degree of teachers’ professional development.Pre-service chemistry teachers are the main force in the future development of chemistry education,which determines the quality of the future development of chemistry education in China.Their Ko IS plays an important role in the formation of their professional ability.Therefore,it is of great significance to study the Ko IS of pre-service chemistry teachers.Through literature review and analysis,the first and second dimensions of the Ko IS are determined.Referring to the existing research,the questionnaire and teaching text analysis tools are compiled according to the secondary dimension,and the interview outline is set.Using the compiled tools,the Ko IS of chemistry education majors in junior and senior students of Guangxi Normal University was investigated.Microsoft Excel spreadsheet software and SPSS statistical software were used for data processing and analysis.The comprehensive research draws the following conclusions:The development of pre-service chemistry teachers’ Ko IS is uneven,the speech representation knowledge and media representation knowledge is better,while the Ko IS in other dimensions is poor;There are significant differences between the overall Ko IS and the applied knowledge of teaching strategies in grade and gender;There are significant differences in speech representation knowledge between genders and media representation knowledge between grades;There are many deficiencies in each dimension of the Ko IS;Watching videos of high-quality courses,listening to the lessons of experienced teachers,educational courses offered by schools and participating in educational practice are the most important factors that affect the Ko IS of pre-service chemistry teachers.Based on the research conclusion,this paper puts forward some suggestions on the cultivation of the Ko IS from two aspects: school training and pre-service teachers’ independent development.School training aspect: improve the curriculum and strengthen theoretical guidance;Build a learning community and improve the ability of teaching representation;Pay attention to influencing factors and effectively guide development.Pre-service teachers’ independent development aspect: In-depth analysis of the content characteristics of different chemical topics;Enrich their own "resource base" of the Ko IS;Enhance the reflective consciousness of their own Ko IS.The innovation of this study is to analyze the present situation and influencing factors of pre-service chemistry teachers’ Ko IS from qualitative and quantitative perspectives,and put forward some suggestions for the development of the Ko IS according to the research results.Due to the limited time and research ability,there are still some shortcomings in this study,such as small samples and incomplete case analysis.It is hoped that further in-depth research can be made on this basis in the future,which will provide a reference for pre-service chemistry teachers’ knowledge training and professional development of teaching strategies.