Research On Formation Of High School Chemistry Teachers’ Adaptive Expertise Under The Background Of New Curriculum Reform In China

With the development of the new curriculum reform of basic education in China, researchers increasingly profound understanding of the key to the success or failure of the reform are the teachers. What kind of teacher is needed for the knowledge society? The answer is, the chemistry teacher who have adaptive expertise.Teaehers’adaptive expertise is often characterized by deep conceptual understanding of education and teaehing, adaption to new teaching situations and tasks, tendency to continuing professional learning, and mind habits of metacognition while teaehers are situated in the ever-changing and complex professional settings of teaehing. Adaptive teaehers can not only efficiently solve the problems of teaehing by directly applying their own existing knowledge and skills, and also take the challenge of problem solving as a start of newlearning way which towards the expansion of their own existing expertise and the construction of new knowledge. Adaptive expertise was very different from the conventional expertise, has both components of knowledge and innovation, it is a central feature top-notch creative talents should have.This paper attempts to collate literature research literature on teachers’adaptive expertise in recent years, determines the general framework of ideas and research. Preliminary understanding of the field of high school chemistry teachers adaptive expertise level by questionnaires and interviews survey. And analyzing a novice teacher’s autobiography by biography research method, conducting a preliminary inquiry with the formation of adaptive expertise in Chemistry teaching practice.The study found:1. In an underdeveloped counties of Henan, the high school chemistry teachers have low level in adaptive expertise included characterized by deep conceptual understanding of education and teaehing, adaption to new teaching situations and tasks, tendency to continuing professional learning, and mind habits of metacognition while teaehers are situated in the ever-changing and complex professional settings of teaehing. However, the level of high school chemistry teacher in learning tendencies is higher than the other three dimensions.(2)Currently, most high school chemistry teachers only have the routine expertise, the development of teacher adaptive expertise has not yet caused serious concern in frontline chemistry teachers.(3)The high school did not pay attention to the development of teachers’ adaptive expertise, did not form a community which pursued the positive values of understanding among high school chemistry teachers.(4)The high school chemistry teachers initially formed adaptive expertise,and the basic process were four steps:Psychology Hurdle, Favorable Hurdle, Concept Hurdle and Adaptive Changes Hurdle. In the forming process, different styles of teachers could be from any one hurdle. Novice teachers to form adaptive expertise went through these four basic hurdles,but empirical teachers started to break off from the second or third to pass according to their own situation.Based on the results,the author made a number of recommendations to form high school chemistry teachers’adaptive expertise:(1)To enhance awareness of their professional development,and develop an interest in the development of adaptive expertise.(2)To construct the development model of problem-based for learning.(3)To form a community which pursued the positive values of understanding among high school chemistry teachers.(4)High Schools as possible to create a good environment for the development of teachers’adaptive expertise.(5)To change the traditional teacher evaluation model.