Study On The Relationship Between Pre-service Teachers’ Beliefs In Chemical Epistemology And Classroom Questioning

The new curriculum reform has put forward high requirements for teachers,and whether teachers can internalize the spirit of the new curriculum reform and implement it in teaching behavior is the key to the smooth progress of the new curriculum reform.Epistemology belief,as an individual’s subjective view on the nature of knowledge and the nature of knowledge acquisition,its connotation is consistent with constructivism theory and has a certain impact on teachers’ teaching behavior.And because epistemology beliefs have disciplinary differences and cultural background differences,and the research on epistemology beliefs in chemistry discipline in China is less,and as the reserve force of teachers,pre service teachers’ education and training are of great significance to the development of teachers’ quality.Therefore,under the cultural background of our country,studying the level of epistemology beliefs of pre service teachers from the perspective of chemistry and focusing on their relationship with classroom questioning performance in teaching behavior can not only enrich the study of epistemology beliefs,but also provide a new perspective for the training of pre service teachers and the promotion of the new curriculum reform.On the basis of the belief structure of epistemology constructed by Schommer and Hofer,combined with the content of chemistry discipline,the theoretical structure of chemical epistemology belief was constructed from three aspects and six dimensions,namely,the belief in the nature of chemical knowledge,the belief in chemical knowledge acquisition,and the belief in chemical learning,Obtain the questionnaire of epistemology beliefs of pre service chemistry teachers.For the construction of the classroom questioning framework,the analysis framework of classroom questioning is mainly constructed from three aspects: questioning types,questioning methods,and teacher reasoning and answering.On this basis,the pre service chemistry teachers’ epistemology beliefs questionnaire was used to investigate the basic situation of their chemical epistemology beliefs,and then the questioning observation framework was used to select 15 pre service chemistry teachers who had practiced as research objects.Their classroom questioning performance was observed and recorded,and their classroom questioning performance was comprehensively analyzed from three aspects: questioning types,questioning methods,and teachers’ answers.Finally,the correlation between the pre service chemistry teachers’ epistemology beliefs and their classroom questioning performance is analyzed using the chi square test to clarify the relationship between the two.The conclusions of this study are as follows:(1)Most of the pre service chemistry teachers’ epistemology beliefs are in the transition stage from low level to high level,and some are in the constructivism oriented stage.In terms of difference analysis,the main manifestation is that the belief level of freshmen is significantly lower than the other three grades.(2)The classroom questioning performance of pre service chemistry teachers is mostly transitional,but there are still some traditional ones.There is an unreasonable distribution of questioning levels in classroom questioning performance;The questioning method is highly focused on questioning the collective;Insufficient proportion of high-level reasoning behavior.(3)There is consistency between pre service chemistry teachers’ epistemology beliefs and classroom questioning performance,that is,the more classroom questioning performance reflects constructivism,knowledge construction and teacher-student communication,the more their chemical epistemology beliefs tend to be constructivist oriented.According to the actual situation of the investigation,combined with the teaching practice of chemistry normal students,this paper puts forward several suggestions on the epistemology beliefs and classroom questioning behavior of pre service chemistry normal students:(1)pre service teachers consciously pay attention to the epistemology concepts in chemistry courses and infiltrate into their own teaching practice;(2)Pre service teachers should pay more attention to classroom questioning design and pay attention to teacher-student communication;(3)Colleges and universities offer chemical epistemology related courses to improve the pertinence of teaching guidance.This study also has limitations in the scope of research objects,the observation objects in the classroom are not comprehensive enough,and the self-designed questionnaire still needs to be improved.The research on the relationship between teachers’ epistemology beliefs and teaching behavior needs to be further studied and improved in the future.