化学师范生PCK的发展研究*——基于化学教学论课程

基于化学教学论课程来研究师范生PCK的发展情况。数据主要来源于师范生的教学设计及访谈,使用PCK地图作为分析工具。研究发现,经过课程教学,师范生在教学设计中主动表现出的可被识别的PCK片段数量明显增多。师范生PCK各要素均得到有效发展,但发展不够均衡,教学策略知识发展最好,课程知识和学生知识发展不够完善,教学取向知识和学生评价知识发展相对薄弱。此外,师范生PCK各要素之间的关联基本建立,但关联的稳定性和强度存在一定差异。

Development Research of PCK for Pre-Service Chemistry Teachers Based on Chemistry Teaching Theory Course

This article aims to study the development of pre-service teachers’PCK before and after the chemistry teaching theory course.The data mainly comes from the teaching design and interviews of pre-service teachers,using PCK Map as analysis tools.The study found that after the course teaching,the number of recognizable PCK episodes actively displayed by the pre-service teachers in the instructional design has increased significantly.In addition,all the elements of the PCK of the pre-service teachers have been effectively developed,but the development is not balanced.The development of knowledge of instructional strategies for teaching science is the most well.The development of knowledge of science curriculum and knowledge of student’s understanding in science is not perfect,and the development of orientation to teaching science and knowledge of assessment of science learning is relatively weak.In addition,the relationship between the PCK elements of normal students is basically established,but the stability and strength of the relationship are somewhat different.