A Case Study Of Chemistry Subject Understanding Between Expert Teachers And Novice Teachers

The chemistry curriculum standard of general high school(2017 Edition)emphasizes the cultivation of students' core literacy in chemistry.Different teachers have different understanding of chemistry discipline,and the implementation of chemical classroom is different,which will ultimately affect the formation of students' chemical literacy.This study mainly uses literature research,case study,interview and classroom observation.Firstly,through consulting a large number of literature,the relevant researches on "discipline understanding" and "chemical discipline understanding" are determined at home and abroad,and the current research status is sorted out,and then the main concepts "subject understanding","chemical discipline understanding","expert teacher" and "novice" are further analyzed The concept of "teacher" is defined.According to the existing understanding framework of chemistry,combined with the literature and other teachers' suggestions,a new understanding framework of chemistry discipline is revised and classroom observation scale is developed.One chemistry teacher was selected from expert type(Master's graduate student,25 year old teacher)and one new type(Master's graduate student,intermediate teacher with 3 years old)respectively.The teaching design and implementation of sulfur and compound knowledge of two teachers were observed and analyzed,and interviews were conducted.Through comparative research,it is found that expert teachers are better than novice teachers in social value(positive value and negative value),depth index in chemical discipline method dimension,index in curriculum(arrangement sequence and knowledge status)in chemical subject knowledge structure,process index(cognition idea)in the dimension of acquiring chemical knowledge Hand teachers.The same understanding of the subject between expert teachers and novice teachers is as follows:educational value(scientific spirit,scientific decision-making)and subject value(subject value),breadth and relevance(thinking and practice relevance)in the dimension of chemical subject method dimension,and the index within the discipline(category structure,substance structure,relationship with junior high school)in the dimension of chemical subject value The process index(chemical belief)and result index(tentative and stable,credibility,critical tool,promotion of discipline value and prestige),macro and micro indexes and variables and balance indexes of the substantive dimension of chemical knowledge are the same.The new teachers are better than expert teachers in the following aspects: the subject value index(Career Planning)in the value dimension of chemistry discipline,the relevance index in the dimension of chemical discipline method(Research and teaching relevance),the middle school inter subject index in the dimension of chemical knowledge structure dimension,and the source index in the dimension of acquiring chemical knowledge(chemical history and chemist,source way).According to the research conclusion: the difference index of subject understanding between expert teachers and novice teachers is obvious,the senior high school teachers' chemistry understanding is weak and the formation of chemistry discipline understanding of senior high school teachers is influenced by many factors,and relevant suggestions are provided to promote the understanding and research of chemistry discipline and help senior high school chemistry teachers to better improve their understanding of chemistry discipline.