Advances About Pre-Service Chemistry Teachers' Education Research in Chinese Mainland Based on the Content Analysis of Core Journal Literature in the Past Five Years
MENG Xin-Rui1, CHEN Kai1**, XING Wen-Yuan1, WANG Zi-Han2
1. School of Environmental Science, Nanjing Xiaozhuang University, Nanjing 211171, China; 2. Nanjing School for the Deaf, Nanjing 210003, China
Abstract Through the quantitative analysis and content analysis of pre-service chemistry teachers' education research literature in the last five years in Chinese mainland, the study found that: (1) Teachers in local normal colleges are still the main body of research in this field, and cross-school cooperation began to increase; (2) Chinese Journal of Chemical Education is still the main position of research literature in this field; (3) The “learning research” of pre-service chemistry teachers has become the most concerned theme. The knowledge, literacy, psychology and other perspectives of pre-service chemistry teachers are varied, but the “curriculum research” and “educational technology” are not paid enough attention; (4) Empirical research on pre-service chemistry teacher education has been in the absolute mainstream of core journals, among which the proportion of qualitative research is the largest.
MENG Xin-Rui, CHEN Kai, XING Wen-Yuan, WANG Zi-Han. Advances About Pre-Service Chemistry Teachers' Education Research in Chinese Mainland Based on the Content Analysis of Core Journal Literature in the Past Five Years[J]. Chinese Journal of Chemical Education, 2024, 45(2): 79-85.
