The Influence of Professional Learning Community on Classroom Teaching of Chemistry Full-Time Education Masters
YANG Gui-Rong1, ZHENG Chang-Long2*
1.College of Chemistry, Northeast Normal University, Changchun 130000, China;
2.Institute of Chemical Education, Northeast Normal University, Changchun 130024, China
Abstract This study collects texts, videos and other materials from three chemistry full-time education masters in the middle school practice process, using qualitative methods such as case studies, text analysis, classroom observations. The chemistry classroom teaching system construction model is used to analyze and compare the intervention of the multi-member professional learning community and the classroom teaching of the full-time education master in the practice process.The results show that the teaching of the full-time education master has significant changes under the intervention of the professional learning community.Eachteaching element in theconstructionmodelhas been improved to varying degrees. Different members in PLC have different intervention content, effect and influence degree on the development of full-time education master’s teaching. On this basis, a teaching change model is established. The multi-member professional learning community can promote the development of the full-time education master and provide a referencepractice intervention paradigm for the reform of the master.
YANG Gui-Rong, ZHENG Chang-Long. The Influence of Professional Learning Community on Classroom Teaching of Chemistry Full-Time Education Masters[J]. Chinese Journal of Chemical Education, 2020, 41(6): 65-71.
