Research On The Understanding Level Of Middle School Chemistry Teachers' Teaching Situation Under The Perspective Of Core Literacy

Real and concrete teaching situations are an important platform for the formation and development of chemistry core literacy of student.The level of teachers' understanding of the teaching situation will influence the teaching design of teachers to some extent,and thus affects the implementation of the subject core literacy.By exploring the understanding level and influencing factors of chemistry teachers' teaching situation,it can provide some reference for chemistry teachers to improve the understanding level of teaching situation.Based on a review of relevant literature on teaching situations,and after repeated guidance from instructors and teaching theory experts,Compiled the "Questionnaire on the Understanding Level of Teaching Situation of Middle School Chemistry Teachers from the Perspective of Core Literacy",the junior high school chemistry teachers from different cities and counties of Hebei Province were selected as the survey objects.The statistical analysis of 226 valid questionnaires recovered was performed using the statistical software SPSS19.0,and the following conclusions were reached:(1)The level of middle school chemistry teachers' teaching situation is in the middle level of this study.(2)The understanding level of middle school chemistry teachers' teaching situations has significant differences in every dimensions.Teachers have the highest level of understanding about the design and application of teaching situations,followed by the evaluation and improvement of teaching situations,and teachers have the weakest understanding of the connotation and function of teaching situations.And there is a significant correlation between teachers' understanding of the three dimensions of teaching situations.(3)Factors that affect the level of chemistry teachers' teaching situation understanding in middle schools include: the teacher's education,working years,number of training sessions,professional titles,whether he has participated in high-quality class competitions,and the degree of attention to context-related content in curriculum standards.(4)The gender of the teacher,the type of the school,the grade he teaches,the quality class of observation,the situation of the creation teaching situation,and the academicbackground have no effect on the level of understanding of the teaching situation of middle school chemistry teachers.According to the conclusion of the research,some suggestions are put forward to improve teachers' understanding of teaching situation:(1)Teachers should expand the horizon of learning to enhance self-awareness of the connotation and function of teaching situations;(2)Teachers should strengthen education awareness to strengthen their awareness of the design and application of teaching situations;(3)Teachers should strengthen teaching research to strengthen introspection of the evaluation and improvement of teaching situations.