High School Chemistry Teachers' Subject Knowledge Structure Optimization Process

The new turn of elementary educational reform urgently asks teacher for optimization of their knowledge structure. On the basis of literature research, this thesis takes chemistry teacher's subject matter knowledge structure as research point. First, we carry on a questionnaire to learn the present situation of middle schools' chemistry teachers in Jiangsu Province about their subject matter knowledge structure. In this foundation, we carry on classroom observation and interview on three outstanding chemistry teachers in Nanjing middle school for one year.The questionnaire result indicates that at present in the Jiangsu Province middle school chemistry teacher's subject matter knowledge structure has "the loophole" which can not be allowed to neglect, and the middle school chemistry teacher's subject matter knowledge structure waits for further optimization. In addition, the development of chemistry teacher's subject matter knowledge structure has a gradualness, which can approximately divide into four stages that are initiation stage in junior middle school, formation stage of the knowledge system in high school, comprehensive study stage in the university or junior college and utilization stage in service. And in the utilization stage, the development of teacher's subject matter knowledge structure has close correlation with such factors as teacher's grade, advanced study and so on.Case study indicates that, the optimization process of middle school chemistry teacher's subject matter knowledge is a re-creation process of teacher syncretizing teaching theory and teaching experience, which transforms into pedagogical content knowledge that students can easily accept.While drawing the conclusion, and in certain degree we ponder the main factors which influence the development of chemistry teacher in middle school.