Research On Present Situation And Development Strategy Of Middle School Chemistry Teachers’ Practical Knowledge

Being the important part of teacher’ knowledge,practical knowledge has effect onteacher’ professional development,and is used as one of the important research topicson teacher education and teachers’ professional development.The teacher,as the mostdirect developer and participant in the new curriculum reform and curriculumimplementation,can be more profound experience to the situation, complexity andvariability of teaching practice.Practical knowledge is just the reflection of teachers’teaching level. To value and research practical knowledge can promote teachers’learning and professional development.Practical knowledge is the knowledge base for teachers’ professionaldevelopment, and plays a very important role in teachers’ professional development.Based on this,to meet the needs of teaching,this thesis systematically reviewed therelated concepts and theories of practical knowledge after consult to large amounts ofreferences.Then reviewing the relevant research results of practical knowledge andbased on questionnaires, combined with chemistry teacher interviews and features ofChemistry,this paper created a “middle school chemistry teacher’s practicalknowledge questionnaire”, and surveyed201chemistry teachers in Hebei province.After analyzing by spss11.5, the result shows that (1)Comparatively speaking, thelevel of middle school chemistry teacher is high,and the number of the highestpercentage is in medium level.(2)There is no significant difference among educationlevel, the first professional qualifications, normal and non normal colleges, teachingperiod in chemistry teachers’ practical knowledge.(3)There is significant differenceamong Gender, work environment, teachering ages,professional title,the ways ofteaching and research in practical knowledge level.(4)The level of six dimensionsconstitute of practical knowledge is uneven, and there is significant correlationbetween in six dimensions of practical knowledge.(5)The main factors influenceschemistry teachers’ practical knowledge are: teacher training activities, the schoolteaching research group activities,teachers’ learning and reflection.the attitude ofChemistry teachers is positive to the main factors. Based on the survey results,classroom observation and interviews of chemistryteachers in the1-3and7-10years carried out.The result shows that for chemistryteachers in different seniority, there is significant difference in the performance ofpractical knowledge in the classroom teaching,particularly interpersonal knowledge,strategic knowledge, contextual interpersonal knowledge.The survey conclusion isconsistent with the fourth part of the paper.While there is significant difference ineducational belief knowledge, Self knowledge and critical reflection knowledge byteachers’ personal experiences, personality factors and so on.The study offers somebeneficial reference for chemistry teachers’ practical knowledge training and access,also provides some empirical evidence to promote the chemistry teachers’ professionalgrowth.