A Survey Of The Cognition Situation On Teachers' Core Literacy From Middle School Chemistry Teacher In Southwest China

To respond to the fundamental task of cultivating people with moral,and comply with the new standards for teachers in the new era,it is worth exploring the cognition situation of middle school chemistry teachers on teachers' core literacy from the perspective of teachers.This study aims to help chemistry teachers in middle school to improve their core literacy,so as to provide reference for the curriculum setting of teacher education and the education management department to formulate policies on middle school chemistry teacher education.Generally,questionnaire survey,interview survey and literature research were mainly adopted in this study.First,the framework of core literacy of middle school chemistry teachers was preliminarily constructed based on a mass of literatures,and the rectification was further carried out according to the suggestions of relevant experts.Then,according to the above framework,questionnaires were compiled to explore the current cognition status of chemistry teachers from the following aspects: core literacy,teacher ethics and concept literacy,knowledge literacy,education and teaching ability literacy,self-development literacy,the influencing factors of teacher core literacy and training modes.Subsequently,the in-service middle school chemistry teachers in southwest of China,including Chongqing,Sichuan,Tibet and Guizhou,were investigated.170 questionnaires were distributed and collected,among which 166 were valid.Finally,three education administrators and six chemistry teachers(including one Tibetan teacher)in middle schools were interviewed to obtain more information for the supplement of the omission in questionnaire.The results of questionnaire and interview were sorted out to analyze the main problems in each dimension.Compared the cognitive differences among diverse types of chemistry teacher,the conclusions were as follows: generally,chemistry teachers exhibit a weak understanding on the concept of teachers' core quality;In the quality of teacher ethics,the understandings of the patriotism and rigorous scholarship are insufficient;In the education idea,people-oriented concept on student education are received more attention;In the knowledge accomplishment,the knowledge structure is imperfect;In education teaching ability and accomplishment,the understandings of information technology application ability and reflection ability are insufficient;Meanwhile,the understanding of self-development literacy is uneven;Furthermore,there are many differences among various nationalities,educational background,teaching age,professional title and whether they are teachers of normal chemistry.The understanding of chemistry teachers on the teachers' core quality is affected by many factors.Further analysis of its current situation is mainly due to the following reasons: The lack of integration on the connotation and structure of Chemical Teachers' Core Literacy;There are lack of relevant content of teacher's core quality on teacher education;In-service chemistry teachers are under great teaching pressure and lack of independent learning time.Similarly,there are lack of the directivity of teachers' core quality on the evaluation mechanism of teachers.Ultimately,there are individual and environmental differences among chemistry teachers.Aiming at the causes of chemistry teachers' understanding of the current situation,the following suggestions were put forward to promote the improvement of middle school chemistry teachers' core literacy: Defining the content of teachers' core literacy and creating a learning atmosphere;Stimulating teachers' internal motivation and cultivating their sense of self-development;Changing the idea of teacher education,fully understanding the quality of teacher ethics;Paying attention to the curriculum of teacher education,perfecting the knowledge structure of teachers;Improving infrastructure and hardware,providing the necessary education and technical training;Establishing teacher cooperation mechanism and promoting the cooperation between teachers,family and school;Improving the teacher assessment system,pointing to the core quality of teachers;Making training plan reasonably and carrying out training activities effectively.At last,the thesis reflects on the research,summarizes the shortcomings of this research and looks forward to the research prospect.