Xining High School Chemistry Teacher And Former Chemistry Normal University Student A Survey Of Cognitive Structure

The key to building a high-quality teacher team in the new era lies in the professional development of teachers.The professional knowledge of teachers is a necessary part of the professional development of teachers and also the basis for supporting the teaching of teachers.Subject knowledge is stored in teachers' minds in a reasonable way,thus forming a certain cognitive structure.Therefore,this research is based on teachers' professional development,through the word association method and tree,in Xining city high school chemistry teachers and pre-service chemistry students' cognitive structure to carry on the survey,from the perspective of the level of subject knowledge and abundance analyzing the cognitive structure of the subjects,to teaching high school chemistry teachers' gender,educational background,school type,school for variable factors,and explore the significant factors that affect high school chemistry teachers' cognitive structure,to improve and enrich Xining city high school chemistry teachers and pre-service chemistry students' cognitive structure to provide practical advice.In this study,the subject knowledge of "atomic structure" in a specific field was selected to investigate the cognitive structure status of 40 chemical teachers and 40 former chemical normal university students in Xining senior high school.The results showed that:(1)High school chemistry teachers in Xining city in the field of the atomic structure of subject knowledge,the atomic structure,atomic nuclei,protons,neutrons,and electrons neutral outside the nucleus,electron cloud,the ground state electron configuration rules of these seven keywords meaning and its interrelated gradation grasp accurately,the remaining three keywords orbit,energy level,the meaning of quantum number and its understanding of the relationship is vague;Pre-professional chemistry normal university students have a good understanding of the meaning and relationship of the five key words of atomic structure,nucleus,proton,neutron and electron,but have a vague understanding of the meaning of the remaining five key words of electron cloud,orbit,energy level,quantum number and ground state neutral electron arrangement rules outside the nucleus and the level of correlation.(2)The understanding of key words by chemistry teachers in Xining senior high school tends to be scientific and professional,and the associative words are basically in the field of chemistry;The understanding of key words of pre-professional chemistry students tends to be between visualization and academically,and most of the associative words come from the range of high school chemistry textbooks.The total number of associative words of high school chemistry teachers is higher than that of the pre-professional chemistry normal university students.Therefore,the understanding of the level and richness of the subject cognitive structure of high school chemistry teachers is better than that of the pre-professional chemistry normal university students.(3)There is a significant difference in the total number of associative words among high school chemistry teachers in terms of teaching age,that is,the longer the teaching age of teachers,the greater the total number of associative words.There is no significant difference in the total number of associative words in terms of gender,education background,teaching school type and graduate school.The feature of this study is that the empirical research on the current cognitive structure of chemistry teachers has not been conducted in Xining city.This study lays a foundation for the study on the optimization of the cognitive structure of chemistry teachers in Xining high school and chemistry normal university students before their employment.