A Comparative Study Of Classroom Teaching Between Novice Teachers And Expert Teachers In Chemistry Based On Tacit Knowledge

Tacit knowledge is empirical knowledge,which is difficult to express and exists in the personal mind and action.It is an indispensable part of classroom teaching.Tacit knowledge has a certain influence on teachers' choice and understanding of teaching contents and the design of classroom teaching.Therefore,it is of great significance for teachers to treat correctly and make full use of the tacit knowledge in chemistry classroom teaching.Based on the research perspective of classroom observation,themed as "tacit knowledge",through the research review of relevant literature,combined with the understanding of the connotation and characteristics of the tacit knowledge of chemistry and the interpretation of the core literacy of chemistry,this study constructs the tacit knowledge analysis model of chemistry from the four aspects of discipline ideology,discipline method,discipline application and discipline sentiment.Based on the constructed analysis model,this study selects one novice teacher and one expert teacher respectively,takes their unit classroom teaching videos as the object,and makes a comparative analysis from the occurrence frequency,frequency rate,time spent and proportion of occupied time of tacit knowledge in each dimension,so as to objectively reveal the differences between novice teachers and expert teachers in tacit knowledge teaching.In addition,in-depth interviews are conducted with teachers to further explore their understanding and awareness of tacit knowledge.The study shows that expert teachers pay more attention to tacit knowledge teaching,and expert teachers are more than novice teachers,no matter from the total amount and occupied time of tacit knowledge,or based on each dimension.According to the specific comparative analysis of the observation dimension of tacit knowledge,it is found that whether novice teachers or expert teachers,the frequency and time of tacit knowledge teaching in the dimension of discipline ideology and discipline method are more than that of the dimension of discipline application and discipline sentiment.In the face of the same knowledge,novice teachers andexpert teachers will find different tacit knowledge.In conclusion,the paper puts forward some teaching suggestions: firstly,teachers should have the awareness of tacit knowledge teaching;secondly,teachers should enrich their professional knowledge and skills,and improve teaching ability;at the same time,teachers should attach importance to the connection with practical life,strengthen the emotional education of students,and gradually enhance the teaching of discipline sentiment and discipline application;finally,teachers should pay attention to teaching reflection and further explore tacit knowledge.