PLC干预下的全日制化学教育硕士PCK发展的个案研究——以“离子反应”教学实践为例  

PLC-Based PCK Development of Full-Time Master of Education Pre-Service Chemistry Teachers:A Case Study of Teaching Practice on “Ionic Reaction”

作　　者：贾梦英 郑长龙[1] 何鹏[1] 杨桂榕 JIA Meng-Ying;ZHENG Chang-Long;HE Peng;YANG Gui-Rong(Institute of Chemical Education,Northeast Normal University,Changchun 130024,China)

机构地区：[1]东北师范大学化学教育研究所,吉林长春130024

出　　处：《化学教育（中英文）》2018年第18期50-55,共6页Chinese Journal of Chemical Education

基　　金：全国教育科学规划国家一般课题"提升教师‘素养为本’课堂教学能力研究"(BHA170131)

摘　　要：通过工具性个案研究,旨在探查不同阶段的教师专业学习共同体(professional learning community,PLC)干预下职前全日制化学教育硕士的PCK发展,并在此基础上探讨所构建的PLC干预模式的合理性。对1位全日制教育硕士在教育实践过程中的多种数据类型进行收集,采用帕克等人所构建的PCK结构模型进行特征分析和比较,发现全日制教育硕士的PCK结构在经过PLC干预后有显著改善,尤其是各个要素之间的整合更加紧密;不同干预阶段对全日制教育硕士PCK发展作用方式和影响程度不尽相同。PLC干预模式能够促进职前全日制化学教育硕士的PCK发展,然而,其机理及其带来的PCK改变的持久性和稳定性还有待进一步研究。This study is an exploratory case study, which aims to explore the PCK develop- ment of full-time master of education pre-service chemistry teachers when experienced three dif- ferent stages of PLC intervention, and then, to discuss the rationality of the current PLC inter- vention model. One of those full-time master of education pre-service chemistry teacher was se- lected as a typical case to present her PCK development of teaching ＂ionic reaction＂ by collecting multiple data sources. Park and Oliver （2008）＇s Pentagon model of PCK structure was used to analyze the data. The main findings of this study indicated that the PCK structure as well as the connection of PCK elements were improved better and better after three stages of PLC interven- tion; Different stages of PLC intervention could effect on PCK development of those pre-service chemistry teacher but in different way and degree. Although PLC intervention can promote their PCK development, we also should pay great attention on the mechanism of PLC model, and fur- ther research on the duration and stability of their PCK development.

关 键 词：全日制化学教育硕士 PCK发展 PLC干预模式 “离子反应”教学实践 

分 类 号：O6-4[理学—化学]