Comparative Study On The Differences Of "Student Knowledge" Before And After The Internship Of Pre-service Chemistry Teachers In PCK Sight

Since Schulman proposed the concept of Pedagogical Content Knowledge(PCK)in 1986,the components of PCK have been continuously developed.Among them,student knowledge is one of its core elements.Teachers’ mastery of student knowledge plays an important role in improving teachers’ effective teaching ability and promoting students’learning.However,the existing research on "student knowledge" shows that the status quo of "student knowledge" is not optimistic for both post-employed teachers and pre-service teachers.Because the pre-service teacher theory courses are often separated from the actual situation of students,their "student knowledge" is more It is scarce.As a practical course for normal students,educational internship provides a real teaching environment for pre-service teachers.Facing real students and classrooms,it can be used as an important way to improve the level of "student knowledge" of pre-service chemistry teachers.In view of this,it is necessary to study the difference in the level of"student knowledge" before and after the pre-service chemistry teacher education internship.This study takes the intern of the senior and the second high school in a normal college in Hubei Province as the research object,and takes the first and second class of the "Ion Reaction" of the People’s Education Edition as the research theme,focusing on the students’ existing knowledge and the myth of the students.Five dimensions of student learning difficulties,student learning methods and student learning results,the preparation of pre-employment chemistry teacher "student knowledge" level measurement questionnaire,combined with case study supplemented by teaching content(CoRe)-teaching process characterization(PaP-eRs)and other empirical Analytical methods,study the differences in the level of "student knowledge" of pre-service chemistry teachers before and after educational internships,and explore the reasons for the possible differences in educational internships.On this basis,pre-service chemistry teachers develop their own "student knowledge" during internships."Propose reasonable advice.The differences in the level of "student knowledge" before and after the internship of chemistry teachers in the PCK field of view and the possible reasons for the educational internship activities are summarized as follows:(1)The overall level of"student knowledge" of pre-employment chemistry teachers and each The level of dimension has improved.The most important increase is the students’ existing knowledge,followed by the students’ myths and students’ learning difficulties.There is no significant difference between the students’ learning methods and the students’ learning outcomes.(2)The "student knowledge" level of different groups of interns has different differences before and after the internship.There were significant differences in the level of "student knowledge" between the types of internship schools,types of instructors,and internships.There was no significant difference in the level of internships.(3)The internship group in the educational internship group prepares the class collectively,communicates with the students in time,and corrects the student’s homework papers and the four main reasons for the difference between the internship before and after the internship of the pre-service chemistry teacher.The innovations of this research are as follows:(1)This study used the questionnaire survey method and the case study method to study the difference of "student knowledge" before and after the internship of chemistry teachers.The questionnaire survey method is a quantitative study.Due to the silence of"student knowledge",it is supplemented by case analysis.The law proves that the analysis of the characterization of the teaching process through the teaching content representation form filled out before and after the pre-service chemistry teacher’s internship and the text of the teaching piece transcribed into the classroom teaching video is a qualitative study.After reviewing the literature,most of the previous studies only used one of the questionnaire survey methods and case studies.Therefore,the combination of quantitative and qualitative research in this study is an innovation in research methods.(2)In the existing educational practice and the development of "student knowledge","student knowledge" is only studied as one of the elements of PCK.The special research on "student knowledge" in educational internship has not yet existed,so this research enriches PCK.The "student knowledge" theory under the vision.(3)Most of the existing researches on“student knowledge" focus on in-service teachers.There are few studies on pre-service teachers,and "student knowledge" is of great significance to the professional growth of effective teaching ability of pre-service teachers.Chemistry teachers are innovative as research objects.