Under Scientific Practice In The Field Of View An Investigation Of The Experimental Teaching School Chemistry Teacher

Nowadays,countries around the world have reached a consensus on cultivating students' scientific literacy as the goal of science education.With the deepening of scientific education research,the focus of recent science education reform is to incorporate scientific practice.Scientific practice is a hot vocabulary of current science education.It includes scientific inquiry and also transcends the understanding of the original scientific inquiry.In the past,science education focused on the scientific inquiry to the cultivation of scientific literacy.Scientific experiment is an important way to cultivate students' scientific literacy.Then,under the new scientific practice concept,how to re-examine the cultivation of scientific literacy,how to better play the important role of scientific experiments in the cultivation of scientific literacy.Research and policy all call for students and teachers to participate in scientific practice.However,the key to let students experience real scientific practice is that teachers themselves must first understand the essential characteristics of scientific practice and clarify the educational orientation of scientific practice activities.Based on this,this study investigates the current situation of experimental teaching of chemistry teachers in middle schools from the perspective of scientific practice.Based on the analysis and comments on scientific research at home and abroad,this research establishes a scientific practice research model in chemistry experiment teaching.The scientific practice in experimental teaching is divided into three scientific practice structures,namely,survey practice,meaning construction practice and critical practice.Each practice structure corresponds to different scientific practice links,each practice link points to the specific behavior characteristics of teachers in experimental teaching,and the questionnaire is compiled from the specific behavior characteristics of teachers.A questionnaire survey was conducted among 215 junior high school chemistry teachers in Shanghai.The statistical analysis of the survey results led to the following main conclusions:First,middle school chemistry teachers pay most attention to students' investigation practice in actual chemistry experiment teaching,followed by meaning construction practice,and critical practice is the least concerned.But the science of practice means the role of criticism and assessment in the learning process of students.They are the key skills in understanding science and an important manifestation of science as a social activity.Second,regarding the characteristics of teachers:(1)Taking the teacher's gender as a variable: In the chemistry experiment teaching,male and female teachers have significant differences in the overall level of scientific practice.(2)Teachers' teaching age as a variable: teachers with a teaching period of less than 5 years,6-10 years of teachers,11-20 years and more than 20 years of teachers have no significant difference in the overall level of scientific practice.(3)The teacher's job is called a variable: there is no significant difference in the overall level of scientific practice between senior teachers,middle school and secondary school teachers.(4)Teacher qualifications as variables: There is no significant difference in teacher education in survey practice,meaning construction practice,critical practice,and overall level of scientific practice.Third,regarding the characteristics of the school:(1)Taking the junior high school and the middle school as variables: There is no significant difference in the overall level of scientific practice and the structure of practice in the chemistry experiment teaching of the teachers in the junior and senior high schools.(2)Taking the nature of high school as a variable: There is a significant difference in the overall level of scientific practice between the city's key high school teachers and the district key high school teachers.There is a significant difference between the city's key high school teachers and ordinary high school teachers in the overall level of scientific practice.(3)Taking junior high school as a variable: There is no significant difference in the survey practice,the meaning construction practice,the critical practice and the overall level of scientific practice among public and private school teachers.