Pre-service Chemistry Teacher C₂-TPAC₁K Who Integrates The Core Literacy Of The Subject Developmental Research

Improving the quality of pre-service teacher training is a powerful guarantee for enhancing the country's future competitiveness and education quality.This also makes the professional training and development of pre-service teachers facing huge challenges.Teachers with good subject education knowledge can effectively complete the teaching tasks and promote the development of students.This makes teacher professional knowledge gradually become an important guide for teacher training,and one of the core contents of realizing teacher professionalization,and also for the development of pre-service teachers.Cultivation provides direction.In recent years,people have generally accepted the TPACK(Technological Pedagogical Content Knowledge,that is,integrated technology subject teaching knowledge)developed from the United States as the theoretical framework of teacher professional knowledge,and the TPACK theory is derived from the early PCK(Pedagogical Content Knowledge,that is,Subject teaching knowledge)The theory of knowledge is developed.It can be seen that the professional knowledge of teachers is in a process of dynamic change,which will constantly change according to the requirements and characteristics of the times.The 2017 edition of the"General High School Chemistry Curriculum Standards"detailed the teaching goals and needs of core literacy,and put forward new challenges to teachers'teaching,and also promoted teachers'chemistry teaching knowledge to a new height.In order to effectively illustrate the status and structure of the core literacy teaching knowledge needed by teachers in the professional knowledge of teachers,taking chemistry as an example,taking the core literacy knowledge of chemistry as an independent knowledge component,constructing the C₂-TPAC₁K knowledge framework model.Pre-service teachers are the main force in the development of future teachers.Improving the training quality of pre-service teachers is an effective way to send outstanding educators to basic education,and passing the questionnaire survey in order to understand the TPACK level of the teacher students in the background of the core literacy of the chemistry discipline,a survey was conducted on the652 pre-service chemistry teachers(all the teachers from the freshman to the senior year,and some masters of education)of X University,which is a representative teacher education school in the southwestern region.The current situation aims to provide a certain reference for the education and training of normal students,and romote the development of teachers in basic education.This research consists of the following five parts:The first part is the introduction,which explains the background,research summary,purpose and significance,content and methods,and research ideas of the research.The second part expounds the core concept and theoretical basis of the research.The core literacy of chemistry and C₂-TPAC₁K are determined as the core concepts;the constructivism theory,cognitive development theory and humanistic learning theory are determined as the theoretical basis,among which the constructivism theory helps to construct the C₂-TPAC₁K theoretical model,and the cognitive development theory integrates the use of information technology for teachers The knowledge of the teaching is helpful to help the students learn to be explained.Humanistic learning theory helps to explain that teachers need to constantly enrich their teaching professional knowledge according to the needs of subject core literacy teaching,so as to promote students'learning and development.The third part is the implementation part of this research.First,based on the literature review and expert consultation,the C₂-TPAC₁K theoretical model was constructed,and the various components and structures of the model were explained.Second,the scale was compiled and the final scale was determined through trial testing.The fourth part is about data analysis and sorting.Analyze the data recovered from the actual measurement.First,perform descriptive and demographic background analysis for C₂-TPAC₁K;then perform correlation analysis and analysis of influencing factors,and analyze its development path through the AMOS model to establish C₂-TPAC₁K Development path model;finally,further explain the research data through interviews.The fifth part summarizes the results of this research,and puts forward suggestions on the training of normal students based on the analysis results in the fourth part.The conclusions of this research are as follows:(1)The C₂-TPAC₁K test(five-point Likert scale)of chemistry teacher students is averagely worth more than 3.37 points,which is at an intermediate level.The C₂-TK score is the lowest and the C₂-PK score is the highest;independent sample T test is passed It can be seen that the C₂-TPAC₁K level of normal students has nothing to do with gender,and the one-way analysis of variance shows that the C₂-TPAC₁K level of normal students has nothing to do with grade,but there will be significant differences between grades at a certain level of C₂-TPAC₁K.(2)The three dimensions of C₂-TPAC₁K(chemical thinking,emotions and values,and innovative consciousness)of chemistry teacher students are worthy of increasing with the increase of grades,but from a statistical perspective,we can know the development differences between each grade.The development of the dimension of innovation consciousness is weak.It shows that although students have good chemical thinking and chemical emotions,which can be used in technical teaching,technical teaching under innovative consciousness is still a weak aspect.Therefore,emphasizing the innovative consciousness of normal students based on core literacy is a key task.(3)Analyzing the influencing factors,we can know that the higher the grade,the more chemistry normal students realize the importance of classroom teaching characteristics(such as teachers'hardware and software facilities,classroom layout,teacher training,etc.)to technical teaching,and the importance of technical training The different development situation is the main reason for the significant differences between the grades of the normal students,and the normal students have not studied the"New Curriculum Standard"deeply enough.(4)Through multiple regression analysis,bivariate correlation analysis,and path analysis,it can be known that if you want to develop students'C₂-TPAC₁K level,you need to focus on the development of C₂-TPAK(core literacy teaching method knowledge of integrated technology)and C₂-PC1K(core Knowledge of subject teaching methods under literacy)knowledge,and C₂-TPAK has the highest correlation with C₂-TAC₁K,and C₂-PC₁K has the highest correlation with C₂-C₁K;at the same time,C₂-C₁K and C₂-TK have the highest correlation with C₂-PC₁K and C₂-TPAK.Obvious positive influence,so pay attention to the training and practice of general information courses and subject teaching methods,which is conducive to cultivating the C₂-TPAC₁K level of chemistry teachers.Finally,based on the above conclusions,the following three suggestions for the C₂-TPAC₁K training of chemistry teacher students are put forward:(1)Set up compulsory courses related to the interpretation of curriculum standards and chemical information technology;(2)Attach importance to the practical operation of information courses and subject teaching method courses,and strengthen the guidance of experts;(3)Grasp gender characteristics,complement each other and grow together;(4)Improve network resource facilities;(5)Pay attention to the cultivation of innovative consciousness.