职前教师的学习历程研究——基于优秀化学师范生网络日志的个案内容分析

A Study on Pre-service Teacher Learning Process —Contents Analysis of the Case Based on An Excellent Chemistry Normal Student’s Weblogs

In order to explore the pre-service learning process of excellent normal students including learning contents， learning objects， learning behavior and influence factors of learning， we conducted an in-depth research on the weblog of an outstanding preservice chemistry teacher Y by using the content analysis method. We hope the research to provide strong learning evidence on the reform of pre-service teacher education. The research shows that Y mainly focus on the learning of subject knowledge and classroom teaching skills， and pay attention to gaining experience in teaching practice; She is inclined to learn from outstanding front-line teachers， students in class， tutors of the university and literature authors by reading their literatures; Not only does she can achieve abundant pedagogical content knowledge reserve through flexible application of the knowledge demonstration and conversion tactics and information management strategies， but also she can use teaching practice to explore and reflect strategies， embodying distinctive practice learning characteristics. In this weblog， the factors that influence pre-service learning are mainly inner factors， including three aspects: self-efficacy， motivation and initiative personality. Besides， the interaction based on weblog insists that most of her interactive learning is in the low level， while deep learning is mainly depended on weblog’s comments and questions by tutors and middle school chemistry experts. Therefore， suggestions are listed: Pre-service teachers’ learning contents and behaviors show diversified characteristics， so universities need to enrich the construction of learning environment; Deep learning opportunities and guidance of experts thinking should be provided in the pre-service teaching education to strengthen the cooperative construction based on community; Also， an innovative perspective of teacher education research is achieved.