Comparative Research On The Chemistry Science Experience Displayed By The Expert Chemistry Teachers And The Proficient Chemistry Teachers In The Element Compounds Teaching

In the current chemistry education, it is highly significant for Chemistry science experience, Theory of Comprehensive Chemical Education and Science Literacy in breaking through and reversing the?chemistry education which has only paid attention to the "double-base". And the three theories mentioned above all stressed that the students in the chemical education should understand the chemistry generally and gain the chemistry science experience completely. The chemistry classroom teaching is regarded as the main battlefield of Chemical Education in which the teachers should provide comprehensive chemistry science experience for students to enable them to understand the chemistry completely. In this paper, we define six chemistry teachers (three expert teachers, three proficient teachers)from a high school of Changchun City as our research object,? and study the difference of chemistry science experience displayed in the element compounds teaching by the expert chemistry teachers and the proficient chemistry teachers . The methods of classroom observation and analysis are used in the course of our study and the conclusions are summarized as following:1. In the element compounds teaching, expert teachers can display more chemistry science experience than proficient teachers.2. Proficient teachers will pay more attention to the basic knowledge and skills teaching than the expert teachers.3. Expert teachers will pay more attention to the scientific methods and concepts of teaching than the proficient teachers.Finally, with the results of our research, we have got the associated inspiration that the chemistry teachers should organized the chemistry science experience in classroom teaching more efficiently and pay much more attention to the education of scientific methods, scientific concepts and scientific quality of chemistry.