A Study On The Adaptability Of Senior Middle School Chemistry Teachers' Classroom Teaching And National Curriculum Objectives

The national course criterion is the basis of textbook edition, teaching, evaluation and examination proposition, as well as the foundation that manages and evaluates course. The classroom teaching, also known as the classes and grades system of instruction, is a method widely used in the educational teaching. It is a whole teaching process in which the teachers spread knowledge and technique to the students. Then how is the classroom teaching agreement with the national course criterion? Whether they focus on the evaluation rather than the classroom teaching based on the standard. This thesis takes the teaching factual record of national chemistry class quality in 2004 for example to perform a statistical analysis for 20 cases by the Achieve Consistency of Conceptual Models, and then obtains the agreement degree between classroom teaching and national course criterion. At the end, this thesis adopts questionnaire to carry on the random sampling investigation to the national front-line chemistry teachers, and understands whether the classroom teaching is agreement with the national course criterion. Hope that this investigation reflects the agreement status between front-line classroom teaching and course criterion, and also shows the professional advantages and disadvantages of front-line chemistry teachers, and then provides a further help for chemistry teachers developing classroom teaching better.This thesis is made up of three sections:the preface, the text and the conclusion.Section 1 (Chapter 1) is the preface. This section puts forward the research backgrounds, objectives and significance of this thesis through searching a large number of references in combination with the agreement status between classroom teaching and course criterion in our country. The Chapter 1 analyzes the domestic and foreign research status of this topic. The section defines some related concepts, such as course criterion, teaching design, classroom teaching, classroom questioning and agreement, etc. This chapter explains the research object, research method and ideas.Section 2 (Chapter 2-3) is the text, is also the empirical study. The author carries on the case studies and investigation to the agreement between chemistry classroom teaching and national course criterion by adopting the Achieve consistency analysis tool and questionnaire, respectively.Chapter 2 is the case investigation. Through adjusting the Achieve Consistency of Conceptual Models and using the adjusted Achieve consistency analysis tool, the author takes 20 scene teaching videos and teaching design of national chemistry class quality in 2004 for example to carry on the statistics, and analyzes the mutual agreement based on the elements:course criterion, teaching goal design, question of preposition, question produced in the teaching, etc.Chapter 3 is the investigation. Through using the method of questionnaire investigation and the form of internet survey, the author carries on the random sampling investigation to the high-school chemistry teachers of national 32 provinces, the city and the autonomous region. The investigation is mainly related to the application and demonstration of national course criterion in classroom teaching. After conducting the statistical analyses to the questionnaire results, the author presents the investigation results in the form of statistical figure, and gives a summary analysis.Section 3 (Chapter 4) is the conclusion. The author puts forward some suggestions to the existing problems of chemistry classroom teaching when the author investigates the conclusion of this thesis. At last, the author summarizes the deficiency and innovation of this thesis, and forecasts the future research.