Research On The Present Situation Of Middle School Chemistry Teachers' Triple Representation Teaching

The relation between macroscopic and microcosmic is the most essential characteristic of chemistry.Among the five core qualities of chemistry proposed in the curriculum standards of ordinary high school chemistry(2017 edition),quality 1 is "macro identification and micro analysis",which clearly emphasizes the learning mode combining macro,micro and symbol.In recent years,researches have been advocating the transformation of traditional teaching concepts among front-line teachers.More and more teachers have begun to realize the importance of triple representation in chemistry learning,and researches on triple representation have emerged one after another.Taking "triple representation" as the theme,this paper studies the present situation of chemistry teachers' triple representation cognition and teaching behavior.Paper with the method of questionnaire to understand high school chemistry teacher triple representation of cognitive level,according to the questionnaire analysis it is concluded that most of the high school chemistry teacher would know and recognize the triple representation in chemistry teaching,the importance of and have consciousness of using triple representation of teaching,most teachers think triple representation of general cognitive order for macro-micro-symbols.In the study of teaching behavior,on the basis of summarizing the theoretical and practical research of triple representation,this paper constructs the theoretical framework of this study,clarifies the connotation of triple representation,and constructs the classroom observation model of triple representation teaching behavior,from teaching content,teaching strategies,the use of the triple representation test observation of three dimensions to establish specific indicators,select the novice teachers and expert teachers for specific classroom observation.Based on triple representation of classroom teaching behavior observation model,and contrast analyzing differences between novice teachers and expert teachers' teaching behavior,found that the expert teachers in teaching content handling of micro knowledge points more detailed,the expert teachers in teaching strategies can think the rationality of the selected method,using the test frequency,representation of expert teachers use and switching frequency and higher levels.The paper also conducted follow-up interviews with the studied teachers to further understand their understanding of the triple representation.