| According to constructivism, students'learning needs certain situations. Thus, efficient teaching needs to create a good teaching situation which will result in students'active learning. Constructivism emphasizes a student-centered teaching pattern ---- students should be the main body in the teaching process. Therefore, the design of teaching situation must be in accordance with students'acknowledgement structure. Questions have been focused that whether high school Green-hand and Experienced chemistry teachers vary in the chosen materials and ways of presenting, what elements influence teaching situations (such as knowledge background, teaching experience, and teachers'ethical orientation), and how these situations influence teaching results in the teaching practice. Influential elements, especially the situation designers----teachers, must be studied in order to improve teaching quality.From the above perspective, the paper expounds in details the concepts of situation designing in high school chemistry teaching, situation materials types and the ways of materials presenting. Meanwhile, the paper analyses the differences between Green-hand and Experienced chemistry teachers in terms of situation materials types choices and the ways of materials presenting.Researches have manifested that differences in teaching experience and ability of accepting new things between Green-hand and Experienced teachers lead to rather obvious dissimilarities of their situation materials types choices and the ways of materials presenting.This paper is as well expected to offer some references to teachers so that Green-hand and Experienced teachers can perfect themselves as soon as possible and become expert teachers some day, enriching relevant theories. At the same time, researches in this paper are expected to be the sample of practice-based researches to provide some enlightenment for other similar researches.
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