Research On The Effect Of "Student Knowledge" Of Junior Middle School Chemistry Teachers On Improving The Efficiency Of Classroom Teaching

In the process of chemistry teaching,teachers play a vital guiding role.In the process of promoting the professional development of teachers,teachers’ Pedagogical Content Knowledge(PCK)plays an important role."Student knowledge" is one of the indispensable parts of teachers’ PCK.It can be seen that the study of teachers’ "student knowledge" will promote the development of teachers’ PCK.Nowadays,students are faced with heavy academic stress.As teachers,we should take the responsibility to reduce the burden of learning to help students master the knowledge efficiently.Meanwhile,spoon-fed teaching still dominates our chemistry teaching procedure,which makes students aren’t interested in chemistry lessons and lead to the failure of chemistry teaching.Teaching evaluation,feedback and other aspects are also lacking.As a result,students can not learn chemistry efficiently.Teachers must enrich their own subject knowledge and improve their personal qualities if they want to obtain higher teaching efficiency in teaching practice.They should also be able to convey the knowledge in an easy and acceptable way for students on the basis of having a full understanding of their students.Therefore,"student knowledge" is closely related to the improvement of classroom teaching efficiency.Based on the research of teachers’ Pedagogical Content Knowledge,students’knowledge and classroom teaching efficiency,this paper studies the current situation of the application of "student knowledge" of middle school chemistry teachers by means of researching information,questionnaires and case analysis.And analyzes the characteristics of middle school teachers’ Teaching design,classroom teaching and teaching evaluation,then get the conclusion;In the process of teaching design,chemistry teachers will take students’ basic knowledge of chemistry,students’ interests,learning needs and students’ difficulties into consideration.In the process of chemistry classroom teaching,the chemistry teachers will choose the corresponding teaching strategies according to students’ learning methods,ways of thinking and myths in the process of learning.In the aspects of chemistry teaching evaluation,teachers will take students’ personal ability into account when they arrange learning tasks.At the same time,teachers will evaluate student’s development from different angles.On the basis of this,the relationship between "student knowledge" and chemistry classroom teaching efficiency was discussed through questionnaires and interviews.And concludes that teachers’ "student knowledge" plays an active role in chemistry teaching.If teachers pay more attention to students and their interests in chemistry class,understand students’ learning methods and ways of thinking,and help students to deal with their learning difficulties and obstacles,they will have a higher teaching efficiency.Finally,the paper analyzes the effect of "student knowledge" on improving the efficiency of chemistry classroom teaching from the aspects of teaching design,classroom teaching and teaching evaluation.And get the conclusion:In the process of teaching design,"student knowledge" provides the basis for improving the efficiency of chemistry classroom teaching.In the process of classroom teaching,"student knowledge" can help the chemistry teachers guide students to master the knowledge better and has a positive impact on the efficiency of chemistry classroom teaching.In the process of teaching evaluation,"student knowledge" can help teachers evaluate students’ learning results from different angles and levels and contributes to the comprehensive development of students.On the basis of the conclusion,we can draw some suggestions as follow:(1)Make out the teaching targets according to students’needs.(2)Respect students to polish the teaching design.(3)Build interesting classes to improve student’s study interests.(4)Focus on student development and reflect in time.