Study On The Dilemma And Countermeasures Of High School Chemistry Teachers' Teaching Cohesion

With the reform of the new curriculum standards,high school education puts forward new requirements for the classroom teaching of high school chemistry teachers,making the promotion of classroom teaching more effective for every high school chemistry teacher.As one of the main teams of high school chemistry teachers,it is extremely urgent to improve the effectiveness of the convergence of classroom teaching.After investigation and study,it is found that there are many difficulties in the teaching of high school chemistry teachers.In view of this,this paper studies the difficulties and countermeasures of high school chemistry teachers in teaching convergence.First of all,by searching the related literature of the teaching link of chemistry teaching and combining the literature materials of the chemistry teaching link between domestic and foreign scholars,the author determined the dilemma of high school chemistry teachers' connection to the teaching of junior high school and the theme of countermeasure research.This paper expounds the research ideas and research significance of this thesis and defines the relevant concepts of this study.It establishes the teaching convergence research based on constructivist learning theory and cognitive structure transfer theory.Secondly,the author conducted a questionnaire survey on the status quo of teaching convergence among all high school chemistry teachers in Yining City,and selected representative high school chemistry teachers to conduct interviews.At the same time,as an observer of the classroom,in-depth analysis of the problems of high school chemistry teachers in teaching convergence.Through the statistical analysis of questionnaires and lectures and interview records,the predicament of high school chemistry teachers in teaching convergence is summarized.The difficulties are mainly reflected in the following aspects:(1)The curriculum standards and textbooks in the compulsory education stage are relatively unfamiliar.Some high school chemistry teachers know what the junior high school textbooks might say,but they don't know the specific concepts,and they don't know how to program textbooks in the compulsory education stage.(2)The understanding of students' junior high school chemistry learning level is not appropriate.(3)In the teaching process,the timing of connecting knowledge in junior high school is unreasonable.(4)In the teaching process,high school chemistry teachers lack the ability to select appropriate teaching resources based on different course contents so that the teaching resources can exert their maximum effect.(5)In the process of teaching convergence,students' learning enthusiasm is not optimistic.(6)The teachers' teaching concepts are backward and the teaching methods are single.They can't start from the students' actual conditions and seriously carry out teaching convergence.Then,based on the status quo of textbooks for chemistry subjects and teachers of high school chemistry,according to the requirements of the high school chemistry curriculum standards,the causes of the dilemmas will be analyzed.The reasons are as follows:(1)The curriculum standards require different levels of teachers(2)The depth and breadth of the content of junior high school chemistry textbooks are different(3)Incompleteness of the structure of chemistry teachers' knowledge,resulting in gaps in teaching convergence(4)The teacher's teaching concept is old and has not been updated(5)Unreasonable use of teaching methods by teachers(6)High school chemistry teachers lack the ability to develop and use chemistry teaching resources.Finally,aiming at the causes of the high school chemistry teachers' dilemma,the paper proposes a strategy to solve the problem of coping with the teaching difficulties.The main points are as follows:(1)Carefully study the curriculum standards and teaching materials,and grasp the differences in the content of teaching in the middle and high schools.(2)Improve knowledge structure and smoothly carry out chemical teaching(3)Update the concept of teacher education,improve the interest in the classroom,and stimulate students to learn chemical interest(4)Using flexible teaching methods to allow students to master the study(5)Guide students to change their learning methods and improve their learning efficiency in learning chemistry(6)Good at developing and excavating effective teaching resources to promote the effective convergence of chemistry teaching.