Study On The Current Situation Of Junior High School Chemistry Teachers' Modeling Teaching

The development trend of teacher's evaluation is turning into classroom performance.In 2013,the United States has already completed the construction of teaching performance evaluation system.The research of teacher's teaching performance in China still need to improve.In order to develop student's core literacy,how do junior high school chemistry teacher's teaching performance act?Combined with the new trend of teacher's evaluation and the latest curriculum reform,in order to improve teachers' teaching ability,performance and teaching quality,this study analyses teaching video from national education resources public service platform to check out junior high school chemistry teacher's teaching performance.This paper consists of six parts.The first part is an introduction,which expounds the background,significance,content and ideas of the research.The second part is the literature review,which defines the concept of "model cognition",literacy teaching,teaching ability,teaching performance,and analyzes their present situation,reclasses the junior high school chemistry subject model with personal understanding.The third part is research method,combined with the existing research,this study compiles?junior high school chemistry teachers'evaluation questionnaire in "model cognition" teaching performance?,and making a level division.After testing,the scale has good confidence and effectiveness.In the fourth part,the study analyses junior high school chemistry teacher's "model cognition" teaching performance,and make a background variable difference analysis.The fifth part,combined with the research results,the study puts forward the strategy of improving junior high school chemistry teachers' "model cognition”teaching performance from teachers and training side.The last part discusses the research conclusions,shortcomings and prospects of this paper.The results of this paper are as follows:(1)The junior high school chemistry teachers' "model cognition" literacy teaching level need to be improved,the performance level of teaching implementation and teaching evaluation dimension are lower than teaching design.The teacher's teaching implementation ability and evaluation ability need to be improved.(2)In teaching design,teaching strategy is not use well,and most classrooms do not create a real teaching situation,and experiment do not play a full role,they even ignore the exploration activities.(3)In teaching implementation,the performance of humanities education is worst.Relate to the uncreated situation,most classrooms do not involve the penetration of scientific thinking and humanities education,and teachers are neglect to cultivate students' character;the teaching of declarative knowledge and procedural knowledge is not good,and teachers' subject understanding ability is insufficient.(4)In teaching evaluation,the teachers' teaching evaluation ability is poor.evaluation method is single and does not involve the evaluation of chemical understanding perspective and understanding idea.Don't even mention depend on evaluation results to improve teaching in time.(5)Female junior high school chemistry teachers "model cognition" literacy teaching performance is significantly better than male teachers;there is no significant difference between urban schools and rural schools in junior high school chemistry teachers'"model cognition" literacy teaching performance;different from traditional cognition,the provincial level is better than the Ministry level,urban level is next,regional level is worst.According to the above research,it is suggested that teachers should carry out thematic teaching,use problem chain and change the old evaluation habit to improve teaching performance.And suggest education department carry out teaching and research activities which combine theory and practice to promote the teaching performance of junior high school chemistry teachers.