Research On The Discipline Understanding Of Chemistry Teachers In Senior High Schools

General High School Chemistry Curriculum Standard(2017 Edition)gives the concept of chemistry discipline understanding: chemistry discipline understanding refers to teachers' primitive and structured understanding of knowledge of chemistry and its mode and method of thinking.It is not only the understanding of chemical knowledge,but also the understanding of the mode and method of thinking with chemical discipline characteristics.As a professional term,discipline understanding has entered chemistry teachers' field of vision,but the research on discipline understanding is not deep enough at present.Understanding its connotation and the front-line chemistry teachers' status of discipline understanding can promote the professional development of chemistry teachers.Therefore,the author chooses to study discipline understanding.This study mainly adopts methods of literature analysis,questionnaire and interview.First of all,after consulting the literature on HowNet,the author understands the research status of discipline understanding and elemental compounds at home and abroad,and defines the discipline understanding and its related concepts.After selecting elemental compounds as the subject,the author makes a questionnaire based on the 13 dimensions of the three fields of chemistry discipline understanding according to the previous researches,and teachers were surveyed in the form of Wenjuanxing and field visit to schools.Then,the author analyzes the overall situation of discipline understanding of senior high school chemistry teachers' elemental compounds knowledge,and compares the differences in discipline understanding of senior high school chemistry teachers of different teaching years,educational background and gender.At last,five senior high school chemistry teachers were interviewed according to results of the questionnaire.The above investigations shows that the understanding level of senior high school chemistry teachers' chemical knowledge is generally low,teachers do not realize the close relationship in the knowledge of elemental compounds,and the knowledge of chemical history and frontier knowledge related to elemental compounds are scarce.The overall understanding level in the field of chemical way of thinking and chemical thoughts and beliefs is relatively high,the triple representative consciousness of knowledge of elemental compounds is relatively strong,and the understanding of evidential reasoning reasoning and experimental exploration of knowledge of elemental compounds is relatively comprehensive.Senior high school chemistry teachers have correct understanding of the scientific nature of elemental compounds.They can achieve the consistency of the behavior and belief on the knowledge of elemental compounds and they have relatively strong scientific ethics consciousness.The comparative analysis of the status of discipline understanding of senior high school chemistry teachers shows that there are significant differences in the discipline understanding of chemistry teachers of different teaching years.Among them,teachers with 6-14 years of teaching are significantly better than those with less than 5 years of teaching,and teachers with more than 15 years of teaching are better than those with 6-14 years of teaching.There is no significant difference in chemistry discipline understanding among teachers of different educational backgrounds and different genders.At last,after the interview,we can learn the deep problems of senior high school chemistry teachers' discipline understanding.According to the conclusion of the study,the author puts forward some suggestions on how to improve senior high school chemistry teachers' chemistry discipline understanding of elemental compounds.Firstly,strengthening the consciousness of reflection and improving teachers' chemistry discipline understanding through various ways.Secondly,obtaining knowledge of chemical history and frontier knowledge related to elemental compounds via multiple channels.Thirdly,improving the quality of teachers' teaching and researching activities.