A Narrative Study On The Sources And Development Of A Pre-service Chemistry Teachers’ Pedagogical Content Knowledge

The new round of curriculum reform advocates to improve students’ core accomplishment,and the main factor affecting the quality of students’ core accomplishment is the professional development level of teachers.The core symbol of the level of teacher specialization development is the development degree of teachers’pedagogical content knowledge.And the professional development level of pre-service teachers has a great influence on their professional development in the future.Therefore,it is very important to study the origin and development law of the pedagogical content knowledge of pre-service teachers.This study selected a typical pre-service chemistry teacher,that is,Z teacher as the research object,using the method of narrative research to carry out a case study,through the classroom observation,interview and analysis of teaching plans,teaching logs and other ways to collect first-hand information,Z teacher pedagogical content knowledgeof the source and development process is divided into four stages,That is,the stage of undergraduate life,the theoretical course of postgraduate life,the stage of practical experience of educational institutions and the practical course learning stage of postgraduate life,the process of real reproduction of Z teacher’s pedagogical content knowledge development,and the analysis of the story of Z teachers with the analytical framework of pedagogical content knowledge,and analyze the development course of her pedagogical content knowledge.Excavate the source of her pedagogical content knowledge.The conclusions of the study were as follows:(1)There are many aspects to the origin of teachers’ pedagogical content knowledge,among which the study of theoretical courses,the exchange with teachers,the viewing of quality courses,reading professional books and periodicals,teaching practice and five reflection have played the most important role.(2)In the process of the development of teachers’ pedagogical content knowledge,the various elements of pedagogical content knowledge are in an unbalanced state,and the development of Z Teacher’s pedagogical content knowledge is also a process of continuous construction and dynamic development.This study also draws the construction model of Z Teacher’s pedagogical content knowledge in different stages,These construction models embody the transformation process of Z Teacher’s pedagogical content knowledge.Finally,this paper puts forward some suggestions to promote the development of pedagogical content knowledgeof pre-service chemistry teachers:adjusting the curriculum structure of teachers’ pre-service education,attaching importance to educational practice,strengthening teaching reflection,accumulating and analyzing excellent teaching cases,etc.The innovation points of this paper are as follows:(1)the past research on the sources of teachers’ pedagogical content knowledge is basically a method of combining questionnaire survey,classroom observation and interview.This study uses the method of narrative research to innovate the research on pedagogical content knowledge in the research method.Narrative research can present the source and development process of teacher’s pedagogical content knowledge in depth,detail and dynamics.(2)this study is mainly aimed at pre-service chemistry teachers.After consulting the literature,it is found that most of the research on the pedagogical content knowledge of chemistry subject at home and abroad focuses on in-service teacher teachers,and less attention is paid to pre-service teachers.