A Case Study On The Teaching Design Of Ethnic Junior Middle School Chemistry Teachers In Rural Areas

As an important part of minority education,minority chemistry teaching aims at cultivating ethnic minority students' chemistry science literacy and promoting the overall development of minority students.Teaching design ability is one of the standards for measuring professional competence of teachers and plays an important role in classroom teaching.Therefore,it is necessary to improve and optimize the teaching design of ethnic minority chemistry teachers in order to improve the effectiveness of chemistry classes and establish students' correct scientific views.Taking the Yili area as an example,the paper investigates the problems existing in the teaching design of ethnic minority junior middle school chemistry teachers in the Yili area through questionnaires and interviews.Combining classroom observation and case analysis methods to optimize the teaching design of teachers,and finally to make an empirical study of the improved teaching design.The paper consists of the following seven chapters:The first chapter is the explanation of the research background.It mainly discusses that the improvement of teaching design ability can effectively help the minority chemistry teachers to improve the teaching level.This paper reviews the status quo of minority education in Xinjiang rural areas and the research status at home and abroad.The second chapter defines the concept of teaching design and chemistry teaching design,analyzes and explains the principle,level,process and related basic theory of chemistry teaching design.The third chapter is the investigation and analysis of the status quo of the teaching design of ethnic minority chemistry teachers in rural areas in Yili district.It is pointed out that the teaching design of junior middle school chemistry teachers in rural areas currently has problems such as single teaching methods,low teaching design ability,lack of experimental implementation,and neglect of teaching reflection.The fourth chapter is a case study of the teaching design of the three teachers V,W and X.Based on the problems found,optimize the teaching design of the first lesson of the chemical formula and valence of teacher V.Through the trial teaching to verify the results,it is concluded that the optimization of the teaching design can promote the development of the professional level of teachers and the improvement of the effect of classroom teaching.The fifth chapter analyzes the main reasons for the problems in the teaching design of ethnic minority junior middle school chemistry teachers from the school level and the teachers themselves:Schools have low attention to instructional design,insufficient experimental teaching resources,less organization training,and low quality;The teacher's national common language level is not high enough,the teacher's attention to instructional design is insufficient,and the teacher's teaching design professional ability needs to be improved.The sixth chapter aims at the problems existing in the teaching design of rural ethnic minority chemistry teachers,and puts forward corresponding suggestions from the aspects of schools and teachers themselves.