A Practical Study On The Structure Of Chemistry Teaching Content Of Pre-service Teachers In Middle School

The "core literacy of chemistry" reflects the unique educational value of chemistry.At present,how to apply the "core accomplishment" in practice has become the problem that needs to be solved urgently.In the Chemistry Curriculum Standard of Senior High School(2017),several feasible ways were put forward to solve the problem of how to apply the core accomplishment in practice of middle school students.One of the most important ways that has not been systematically studied is "the organization of the teaching contents of chemistry should be conducive to promoting the transformation of students from knowledge of chemistry to the core accomplishment of chemistry,and the structure of the content is the key to the realization of this transformation".This paper mainly discusses the following four problems around "the structure of teaching content":(1)What is the relationship among the three forms of content structure?(2)What is the present situation of chemistry teaching content structure of pre-service teachers?(3)What are the strategies to improve the content structure of pre-service chemistry teachers?(4)How effective is the content structuring strategy for pre-service chemistry teachers?On the basis of collecting relevant domestic and foreign researches in three forms of content structuring and by using the method of questionnaire and taking the relevant knowledge of chemical reaction in middle school as the survey content,this paper investigated the present situation of the structure of teaching content of pre-service chemistry teachers in grade 2016.In view of the survey results,the pre-service chemistry teachers showed that the relationship between the concepts was ignored,the hierarchical relationship between concepts was not paid attention to,there was no cognitive thought and the order thought were the main problems.Therefore,the researcher put forward four teaching strategies:causing cognitive conflicts,providing learning tools(concept map,valence two-dimensional element diagram,Prezi demonstration software),implementing teaching design,and attaching importance to learning reflection.In order to verify the effectiveness of these strategies,the researcher adopted methods of experimental research in the experimental class.The experimental content mainly includes four aspects:introducing the theory of content structure,providing case learning tools,instructing pre-service chemistry teachers to embody content structure in teaching design,and evaluating and reflecting throughout.The experimental results showed that these strategies were effective.Compared with the control class,the pre-service chemistry teachers in the experimental class have more awareness of content structure in the teaching design.