Investigation And Analysis Of The Dilemma And Demand Of The Implementation Of The Core Quality Teaching Of Senior High Chemistry Teachers

In early 2014,the Ministry of Education of the People's Republic of China issued a fundamental task for implementing khalid ents,comprehensively deepen curriculum reform ideas,the opinion many times mentioned "core literacy" and "core literacy system",asked the education scientific research workers to research and develop the accomplishment of students to develop the core of learning period of system,and its embodiment.Based on the development of students' core literacy system,the specific educational objectives and tasks of each learning segment and discipline should be clarified,and the curriculum plan and curriculum standards should be revised.Therefore,in 2017,the general high school chemistry curriculum standard was promulgated and revised,which elaborated on the core quality of the discipline in detail,and pointed out that the key to the teaching implementation of the core quality of the discipline lies in the teachers.Chemical core literacy teaching high school chemistry teachers how to implement the predicament and demand,is to solve the problem,this study on the research question,the analysis of relevant research data at home and abroad,adopt the principle of combining theory with practice,the integrated use of the method of combining the investigation,interview and statistics,the high school chemistry teacher core literacy teaching situation and the demand for the quantitative characterization,discovered through qualitatively affect core literacy teaching high school chemistry teachers' plight.Studies have shown that core literacy teaching high school chemistry teachers in the implementation of human resources and material resources demand is more,core literacy teaching in high school chemistry teachers,whether the understanding of the high school chemistry curriculum standard,teaching design,teaching implementation,teaching evaluation and teaching scientific research is larger,both in terms of gender,age,education,or in terms of marital status,job title,and teaching age there are significant differences.It is embodied in the fact that female teachers are generally more difficult than male teachers.High school chemistry teachers aged 36-40 were significantly higher than those aged 20-25.Married teachers are higher than unmarried teachers;High school chemistry teachers with senior titles have lower difficulty in teaching implementation.The longer the teaching age,the lower the difficulty of teaching implementation;The teachers' educational level is not obvious.Based on the conclusion of the investigation,the author puts forward some Suggestions to solve the dilemma in the implementation of the core quality teaching of chemistry teachers in high school.