Research On The Representation And Evaluation Of Chemistry Classroom Teaching Atmosphere In Middle School

With the promulgation of "General High School Chemistry Curriculum Standard"(2017 Edition),it marks that China's curriculum reform has entered a new round of curriculum reform process from "three-dimensional goal implementation" to cultivating students' “subject core literacy”.How to improve the ability of middle school chemistry teachers to cultivate students' chemistry core literacy has become a practical problem to be solved by chemistry teaching researchers and front-line teachers.In order to cultivate students' core quality of chemistry,students are required to construct core concepts and concepts around real problem situations.Therefore,it is necessary to create high-quality teaching situations and form a good classroom teaching atmosphere.This research adopts scientific research paradigm of classroom atmosphere,based on empirical research,develops the representation and evaluation tools of middle school chemistry classroom teaching atmosphere,and conducts representation and evaluation research on middle school chemistry classroom teaching atmosphere.At present,there is no relevant research report in China.How to develop the tool to evaluate the atmosphere of middle school chemistry classroom teaching is the core of this study.In order to solve this problem,this study starts from the literature,and makes clear the definition and connotation of middle school chemistry classroom teaching atmosphere.From the theoretical point of view,the research methods and perspectives of this study are clarified.Based on the empirical study,the qualitative,quantitative and horizontal representation of the teaching atmosphere in the middle school chemistry classroom are carried out by using the methods of literature,interview and statistics.Through the qualitative representation,we found the influencing factors of the middle school chemistry classroom teaching atmosphere and constructed and developed the middle school chemistry classroom teaching atmosphere evaluation tool.This tool has 16 evaluation indexes,which are distributed in the two dimensions of "teacher guidance" and "student participation"."Teacher guidance" and "student participation" represent the atmosphere of chemistry classroom in middle school from the aspects of teacher affinity,teacher-student relationship,teacher guidance and student participation.Through quantitative representation,the regression equation is established and the importance of "teacher guidance" and "student participation" is judged.Through the level representation,the critical values of high,medium and low level chemistry classroom atmosphere are divided,and the discriminant equation is determined.How to apply and analyze the assessment tools of middle school chemistry classroom atmosphere is another core research issue of this study.By using the evaluation tools,the middle school chemistry teachers of different genders and different professional development stages and the middle school chemistry classroom atmosphere of different classes were measured and evaluated.It is found that the evaluation tools can distinguish the differences in the overall,the evaluation indicators and the evaluation dimensions of building classroom atmosphere level among different variable class chemistry teachers.At the same time,it can also divide the level of creating classroom atmosphere for middle school chemistry teachers with different variables.The result shows that,at present,the ability of middle school chemistry teachers to create classroom atmosphere is mostly at the middle and high level in the exhibition classes,the ability of middle school chemistry teachers to create classroom atmosphere is mostly at the middle level in the normal classes.The ability of middle school chemistry teachers to create classroom atmosphere in normal class needs to be improved.In addition,it is found that the chemistry classroom atmosphere created by the same teacher in a semester is stable.