Measurement And Evaluation Of Senior High School Chemistry Teachers’ Understanding Level Of The Subject Of "Electrochemistry"

The research on chemistry teachers’ subject understanding originates from the contradiction and crisis between theory and practice,and is the demand of chemistry teaching theory professional development and chemistry teachers’ professional development.At present,the contradiction and crisis in teaching and research are quite serious.Teachers’ college subject knowledge is separated from middle school teaching practice;Lack of understanding of originality and structure in teachers’ understanding;The research focuses on the two poles of discipline knowledge and science universality.Lack of constructive evaluation method based on generation in evaluation.Therefore,the evaluation of senior high school chemistry teachers’ subject understanding is of farreaching significance.Based on this,this study measured and evaluated the understanding level of chemistry teachers in senior high schools.This paper mainly consists of four parts:basic research,core research,applied research and conclusion.Chapter 2 to Chapter 5 are the basic research contents,which make a comprehensive and theoretical study on the subject understanding and level of chemistry teachers through the method of literature research.In Chapter 2,the connotation and evaluation of “subject matter knowledge” and “Nature of science scientific essence” as well as the research status of “electrochemistry” are summarized respectively,which highlights the characteristics and unique research value of“chemistry teachers’ subject understanding” as a research field.In Chapter 3,the theory of discipline structure,scientific epistemology and constructivism,which are the theoretical basis of understanding knowledge view,epistemology and psychology,are elaborated in detail.Chapter 4 focuses on the basic characteristics of “specialty of subject and theme”,“originality and structure” and “constructiveness” of high school chemistry teachers’ subject understanding,and puts forward a three-element structure model with “cognitive perspective and thinking” as the core elements,“conceptual hierarchy” and “original problem” as the basic elements,and finallyand then expounds the train of thought of constructing the theoretical model of senior high school chemistry teachers’ subject understanding level.The Chapter 5 studies the subject of electrochemistry at curriculum level and discipline level,and puts forward a theoretical model of understanding level of chemistry teachers in senior high schools.Chapter 6 is the core research content.According to the theoretical model of chemistry teachers’ understanding level of electrochemical subject in senior high school and Rasch measurement theory,the evaluation tool of chemistry teachers’ understanding level of electrochemical subject in senior high school was developed and tested by using interview method.By dividing the scores of different levels of evaluation tools,and describing the quantitative and qualitative characteristics of teachers’ subject understanding level,the horizontal characteristics of evaluation standards are presented.Chapter 7 is the applied research.Using multivariate quantitative statistical method and SPSS software,the understanding level of electrochemistry discipline of senior high school chemistry teachers was evaluated from three aspects: overall description,correlation analysis and difference analysis.In the overall description,nearly half of senior high school chemistry teachers’ understanding level of electrochemical subject is at level 1,which is based on the perspective of "redox reaction";The quantity proportion of level 2 to level 4 decreases in turn.In the correlation analysis,the main factors influencing teachers’ subject understanding level are gender,graduation school level,graduation school category and teachers’ identity.In the difference analysis,there is no significant difference in teachers’ subject understanding level in the variables of teaching years and subject categories;There are significant differences in gender,teacher identity,degree level,graduation school type,graduation school level and work school level.The Chapter 8 is the research conclusion and prospect,which summarizes the main conclusions of basic research,core research and applied research,and draws the corresponding research enlightenment:(1)Teachers’ education in normal universities should pay attention to “Understanding of Chemistry subject”;(2)The training process of Master of Education should enhance “Understanding of Chemistry subject”;(3)Teachers’ professional development should not neglect “Understanding of Chemistry subject”,and pointed out the shortcomings in this study and the future research prospects.