Study On The Status Of High School Chemistry Teachers' Modeling-based Teaching Belief

Teachers' teaching beliefs affect teachers' teaching behavior and reflection,which in turn affect teachers' teaching effectiveness and their professional development.Teaching beliefs are the powerful driving force for teachers and teaching development.In addition,science is a way of thinking,and the use of models in teaching can improve students'thinking ability,and thus increase their interest in scientific learning.Models play an important role in scientific practice.The new curriculum standards also put forward new requirements for chemistry model teaching,so it is of great significance to study the model teaching beliefs of high school chemistry teachers.This paper mainly consider high school chemistry teachers' modeling-based teaching knowledge,modeling-based teaching ability and modeling-based teaching evaluation as the starting point to study the high school chemistry teachers'modeling-based teaching belief.By analyzing and summarizing the existing literature,combined with the methods of questionnaire survey,classroom observation and semi-structured interviews,the study mainly to solve the following problems:(1)what is high school chemistry teachers' current modeling-based teaching belief?(2)how do high school chemistry teachers construct chemistry models in their teaching?What is the relationship between high school chemistry teachers' understanding of model teaching and their behavior?(3)based on the shortcomings of the model teaching beliefs of high school chemistry teachers,some suggestions are put forward to strengthen t the model teaching belief of high school chemistry teachers.The research is mainly carried out from five parts.Firstly,there is the introduction,which mainly introduces the research background,research problems,research methods,research significance and research ideas of this research.The second part is the literature review,which defines the core concepts of "belief',"teaching belief","chemical model"and”chemical model teaching belief',analyzes the research status of "model construction" and "model teaching belief" at home and abroad,and the pedagogical theoretical basis of this research.The third part is mainly about research design.The fourth part adopts the methods of questionnaire survey,classroom observation and interview to study the current situation of model teaching beliefs of high school chemistry teachers,record the REDOX reaction teaching process of two high school chemistry teachers,and analyze the relationship between teachers' teaching beliefs and their teaching behaviors.The fifth part is the research conclusion and prospect,expounding the research conclusion,the research suggestion,the reflection research insufficiency and the research prospect.The main conclusions are as follows:(1)the model teaching belief of high school chemistry teachers needs to be further improved.?in the aspect of model teaching knowledge view,the average score of teachers' understanding of the function of the model was the highest,but the knowledge of the essence and characteristics of the model was lower than that of the whole model.?there are significant differences between teachers' understanding of the nature of the model and their understanding of the presentation mode,features and functions of the model,as well as between teachers' understanding of the model's function,presentation mode and features,but there are no significant differences between teachers'understanding of the presentation mode and features.?there was a significant positive correlation between teachers' cognition of model essence,mode of presentation,feature and function.The correlation between the cognition of model essence and mode of presentation and the cognition of mode and function was weak,while there was a moderate positive correlation between other dimensions.;?teachers' understanding of the essence and characteristics of the model is not deep enough,and the presentation of the model is more inclined to physical objects,mathematical relations and other intuitive forms,so the understanding of the prediction function of the model needs to be further strengthened;?there is no significant difference in the teaching knowledge view of teacher model in gender and teaching age;? from the perspective of model teaching ability,teachers attach importance to the creation of problem situations,but fail to guide students to construct models independently in the process of initial model construction,and neglect the correction and application of models,?from the perspective of model teaching evaluation,teachers' understanding of the value of model in teaching focuses on helping students better understand knowledge and solve problems,teachers are not active enough in learning about model teaching related content and resources.(2)There are differences and consistency between the model teaching beliefs and teaching behaviors of high school chemistry teachers.(3)In teaching,teachers mainly recognize and emphasize the role of model in the aspect of examination,fail to realize that model construction is also a process of scientific inquiry,and seldom emphasize the importance of model itself as a scientific way of thinking for students' future development and scientific literacy.Based on the conclusion,Suggestions are put forward for improving the model teaching belief of high school chemistry teachers:?Carry out training and strengthen teachers' understanding of model teaching;?organize teaching and improve the model teaching ability of teachers;?strengthen the reflection,promote the teaching belief consciously construction.