Exploration And Research On The Subject Understanding Of Chemistry Teachers In Senior High Schools

In the first teaching and evaluation recommendation of the implementation of the sixth part of the “General High School Chemistry Curriculum Standard(2017 Edition)”,it is proposed to “improve the subject understanding of chemistry teachers”.To develop students' core literacy through chemistry courses,teachers' professional qualities must be improved,and the specific requirement for teachers is to improve their understanding of chemistry discipline.Under the guidance of teachers' professional development and other theories,this study clarifies the specific connotation of chemistry teachers' subject understanding,and investigates the present situation of chemistry teachers' subject understanding in senior high school.Finally,based on the analysis of the investigation results,this paper puts forward some suggestions to improve chemistry teachers' subject understanding.This study mainly uses the literature method and the questionnaire survey method.First of all,by consulting a large number of materials,the author learns about the research status of subject understanding at home and abroad,and then differentiates the concept of subject understanding and other related concepts,in order to deepen the cognition of the concept of subject understanding.After that,the author divides subject understanding into three dimensions by combing relevant theories,refining the experience of expert teachers and verifying the specific teaching contents,and determines the structure of 13 dimensions in the three major fields of subject understanding of chemistry teachers.According to this,the corresponding measuring tools are compiled,and the chemistry teachers of 8 provincial demonstration high schools in Shijiazhuang and surrounding districts and counties in Hebei Province are investigated by random sampling and centralized answering.Then the general understanding of chemistry teachers in 8 high schools are analyzed,and the subject understanding of teachers from different regions,different degrees,different seniorities and different genders are compared and analyzed.According to the survey results,senior high school chemistry teachers have a good understanding of the overall situation in the following aspects: correct understanding of thevalue of knowledge;strong consciousness of evidential reasoning and experimental exploration;better understanding of the nature of science;high consistency between behavior and chemical belief.The main problems are: serious misunderstandings of the eternity and relativity of chemical change,incomplete understanding of the structure of knowledge within and between subjects;the knowledge of chemical history and the reserve of frontier knowledge need to be strengthened;the triple representation consciousness is not strong,and the understanding level of the construction model thinking needs to be improved.Through the comparative analysis of different types of chemistry teachers' disciplinary understanding,we can find there is no significant difference between the teachers in the main urban area and those in the county.Teachers with a postgraduate degree have a better understanding of the way of thinking of chemistry and chemical beliefs than those with a bachelor's degree,but their understanding of the knowledge is not as good as those with a bachelor's degree.Teachers with more than 10 years of teaching experience have better overall understanding of subjects than those with less than 5 years of teaching experience.Teachers of different genders have their own strengths in different aspects of subject understanding.Based on the investigation results,the author gives some suggestions from four aspects:the cultivation of normal university students,the post-service training of teachers,regional and on-campus teaching and research,and personal reflection.