A Case Study Of The Basic Concepts Of Secondary School Chemistry Teachers

At the beginning of twenty-first century, improving the scientific literacy of citizens was established as the basic idea of the Curriculum Revolution.The basic notions of subjects, as an important part of scientific literacy, are not only the core of effective teaching but also the embodiment of the value of discipline essence. Therefore, chemistry teachers should pay attention to imparting knowledge in the classroom teaching practice but also focus on developing the basic subject concepts of each student. The special-grade chemistry teachers in the middle schools have their own unique views on the basic concepts of chemistry and they are constantly putting their own understanding of the basic concepts of chemistry in the daily teaching work. This study attempts to reveal the specific contents of the basic concepts of several special-grade chemistry teachers in the middle school and provides suggestions for other chemistry teachers' classroom teaching.Firstly, the research status of basic concepts of chemistry and related issues of this study were sorted out and analyzed. This study is based on the constructivism learning theory, the cognitive psychology theory and the lifelong learning theory, and then makes a deep research on three middle schools chemistry teachers' class teaching and the relevant teaching explanation documents by using grounded theory method.After the research, the basic concepts of chemistry in three special-grade chemistry teachers are as follows: (1) chemistry is a science based on fact reasoning; (2)chemistry is a science that establishes a connection between macroscopic characterization and microscopic esscence; (3) chemistry is a science that penetrates the dialectical materialism viewpoint and method.This study offers some proposals on how to cultivate and improve the teaching ability of chemistry teachers: (1)they can make a deep understanding of the characteristics of chemistry; (2)they can make the instructional design based on the basic concepts of chemistry; (3)they can communicate with the special-grade teachers and make reflections continuously; (4)they can observe chemistry class teaching activities of the special-grade teachers to learn and draw lessons from their teaching characteristics; (5)they can adhere to run the notions of concept teaching through daily class teaching practices.