A Case Study Of Teaching Representation Of Elite Middle School Chemistry Teachers

Chemistry instructional representation, which reflects the teacher’s discipline knowledge, students’knowledge, pedagogical knowledge and teaching concept, is an important part of teachers’pedagogical content knowledge. In addition, researching on the characterization of chemistry teaching is helpful to the chemistry curriculum reform, effective teaching and the triple instructional representation.Based on the study of a large number of monographs such as subjects teaching knowledge, instructional representation, dialectical materialism, constructivism theory, the essence of science, I figure out the framework of analyzing the representation of outstanding high school chemistry teachers. After carrying out classroom observation and records on two excellent chemistry teachers for3months and1year respectively, I analyze and sum up the characteristics of the instructional representation of outstanding chemistry teachers, find out PCK that may influence teachers’ instructional representation, and provide suggestions for chemistry teachers to optimize their teaching behavior.Research found that:(1) Outstanding chemistry teacher’s instructional representation focus on systematic knowledge and students’thinking development.(2) The characteristics of the instructional representation of outstanding chemistry teachers followed as:①Instructional representation of chemical elements and compounds knowledge should not only pay attention to present emotional material but also pay attention to guide the students’perceptions to rational knowledge;②Instructional representation of the concept and principle should reflect the rational thinking method and emotional material presentation;(3) Instructional representation of outstanding teachers is gradually formed and perfected in the continuous introspection;(4) PCK about①Pedagogical knowledge of representing chemistry knowledge;②Knowledge of the students;③Knowledge about the process of learning, may influence the instructional representation of outstanding chemistry teachers.Research suggests that:(1)Teachers should set up correct chemical teaching beliefs, right chemistry teaching beliefs reflected in the chemical rigor, verifiability, and explanatory and developmental;(2)The teacher must keep learning in the teaching process through the books and with colleague’s and student’s conversation;(3)Teachers should focus on the work of reflection, focusing reflection on subject knowledge, pedagogical knowledge and the students’thinking and psychology, student development to improve their instructional representation of chemistry.