Mechanism and Path of Chemistry Teacher Education Course Construction from Perspective of Learning Trajectory: Course Construction of “Secondary School Chemistry Curriculum and Textbook Research”
HUANG Ming-Chun1**, WANG Wei-Zhen2
1. College of Teacher Education, Capital Normal University, Beijing 100037, China; 2. Curriculum and Teaching Materials Research Institute, People’s Education Press, Beijing 100081, China
Abstract From the theoretical perspective of learning trajectory and based on the orientation of curriculum competence enhancement, the five rounds of empirical improvement of the compulsory chemistry education master’s course “secondary chemistry curriculum and textbook research” in the College of Teacher Education in Capital Normal University are explored to reveal the mechanism and path of the construction of the compulsory chemistry teacher education course. The interaction between the three elements of learning objectives identification, learning task unpacking and design, and preservice teachers’ curriculum competence progression assumptions is the mechanism of the course construction. The path of course construction is: knowledge refinement → method acquisition → value confirmation → result realization → theory revelation.
HUANG Ming-Chun, WANG Wei-Zhen. Mechanism and Path of Chemistry Teacher Education Course Construction from Perspective of Learning Trajectory: Course Construction of “Secondary School Chemistry Curriculum and Textbook Research”[J]. Chinese Journal of Chemical Education, 2023, 44(18): 85-92.
