Novice And Expert Teachers In Junior High Chemical Solution Concept Teaching Comparative Study

The teaching of chemistry concepts has always been the essential part of chemistry teaching in junior middle schools. Substantial research articles have presented the theoretical and practical approaches in learning and teaching chemistry concepts, In these researches, the fundamental teaching strategies of concepts were more emphasized rather than the differences between teachers, who the writer thinks should be focused on during the systematic study.Therefore, the issues on the comparison study of experienced and inexperienced teachers in chemical solution teaching of primary schools is of great significance and research value. In this study, the cases of teaching the concept of chemical solution were investigated by interviewing, case analysis and questionnaire. Also, some special teacher practices were analyzed. such as, the idea of chemistry teaching, the understanding of the students, the knowledge of chemistry and the teaching method and strategy, etc.The result of the study shows that the novice teachers and expert teachers are different in chemistry subject matter knowledge, chemical concept, classroom teaching events. For example, expert teacher more profoundly understand on chemistry conceptual structures and classroom teaching. His or her teaching practice is more flexible. In arousing the students attention, creating classroom teaching atmosphere, making learning instruction, designing concept extension and application, intjs are more teachers clear advantage.The purpose of the study was to explore the chemistry concept teaching of the primary school teachers. Based on the study, the training of new teachers and the communications between the experienced and inexperienced teachers should be stressed so that the teaching quality and correct grasp of the concept by the students may be improved.