A Study On The Use Of Curriculum Materials For Chemistry Teachers In Junior Middle School

This paper aims to review the way and influencing factors of junior middle school chemistry teachers using curriculum materials.Based on the interactive relationship model between teachers and curriculum materials and related literature,a questionnaire with good validity and reliability was compiled,and 198 junior middle school chemistry teachers in three regions of Guangzhou were investigated by a group sampling.Descriptive statistics and repeated measurement were used to analyze the ways and the factors of teachers' using curriculum materials.Through one-way ANOVA,we analyzed the differences between the ways and factors of curriculum materials used by teachers from different regions and different positional titles.After analysis,the following six points are found in this study.(1)In the way of teachers' use of curriculum materials,teachers will add and adapt the content of the curriculum materials more in teaching goals,teaching methods and teaching activities,but less on the contents of the curriculum materials.The frequency of the way which teacher use from high to low as following: improvising > adapting > offloading.(2)At the confidence level of statistical test 0.05,through the comparison of the teachers' use of curriculum materials in different regions,it is found that in the teaching goal dimension,the adaptation of the suburban teachers adapt the “emotional attitude and values” more than the old urban teachers,while in the “process and methods”,the teachers in the new urban area are more likely to reduce this kind of goal than the old urban teachers.In terms of teaching methods,teachers in old urban area add the “demonstration method” more significantly than the new urban area teachers.(3)At the confidence level of 0.05,on the way of teachers use the curriculum materials,there is no significant difference in teaching goals,teaching methods and teaching activities dimensions between teachers with different professional titles.(4)Through the analysis of the influence factors of the teachers' use of the curriculum materials,in the teaching goal dimension,“the mastery of the learning situation” is the main factor and the influence is great;“students' examination evaluation”,“teaching concept”,“curriculum knowledge”,“teaching method knowledge”,“teaching time”,“colleague's suggestion” and “hardware supporting facilities” are general factors and influence is in the middle,while “class size” is a secondary factor with less influence.In the dimension of teaching methods,“the mastery of the learning situation” is the main factor and has great influence.“students' examination evaluation”,“teaching concept”,“curriculum knowledge”,“teaching method knowledge”,“teaching time” and “colleague's suggestion” are the general factors and the influence is in the middle;and “hardware supporting facilities” and “class size” is a secondary factor with less influential.In the dimension of teaching activities,“the mastery of the learning situation” is the main factor and has great influence.“teaching concept”,“student's examination evaluation”,“curriculum knowledge”,“teaching method knowledge” and “teaching time” are the general factors and the influence is in the middle;and “colleague's suggestion”,“hardware supporting facilities” and “class size” is a secondary factor with less influential.(5)At the confidence level of statistical test 0.05,compared with the teachers in different regions,the teachers in the new urban and suburban areas are more likely to be influenced by “the mastery of the learning situation” factor.Compared with the old urban teachers,the teachers in the other two regions are more influenced by the “class size” factor.(6)At the confidence level of 0.05,by comparing the influence factors of the different professional titles teachers using the curriculum materials,the high professional title teachers will be more affected by the “teaching method knowledge” and “curriculum knowledge” factors compared with the first-grade professional title teacher and secondary or unqualified professional title teachers.Finally,the inspiration and suggestions for future research are discussed in the last part of the text for reference.