Investigation And Research On The Currentsituation Of High-school Chemistry Teachers' Discipline Understanding Of "Electrochemistry"

Since the implementation of the Common High School Chemistry Curriculum Standards(2017 Edition)(New Curriculum Standards),the research of "subject understanding" has stepped onto the stage of history.Improving chemistry teachers' subject understanding level is the key to implement the core accomplishment of chemistry subject.According to the current relevant research,the research on "subject understanding" is not broad and deep enough,so it is particularly necessary to carry out further research on it.Through the review of relevant literature,it is found that there are relatively few researches on the level of subject understanding,especially those on the subject of "electrochemistry".Therefore,taking Chongqing area as an example,literature research method,questionnaire survey method and interview method were adopted to investigate the subject understanding level of 100 high school chemistry teachers in Chongqing.At the same time,the questionnaire was compiled from three aspects: chemical knowledge,chemical thinking mode and method,chemical thought and belief.According to the results of the questionnaire survey,8 chemistry teachers were randomly selected from100 teachers for the interview on the dimension of low level of subject understanding.Through statistical analysis,this paper discusses the factors that affect the understanding level of high school chemistry teachers.According to the results of the survey,high school chemistry teachers have a relatively low level of subject understanding in the level of chemistry knowledge and chemistry thinking mode and method,but a relatively high level of subject understanding in the level of chemistry thinking and belief.Through cross analysis and variance analysis,different types of teachers were compared and analyzed.It is found that gender has no influence on the understanding level of chemistry teachers.The understanding ability of teachers with different teaching ages is different,which is mainly reflected in the level of chemistry thought and belief,among which the teachers with 15 years or more are better than the young teachers in the level of consistency of behavior and belief.Secondly,there are some differences in the subject understanding level of chemistry teachers with different educational backgrounds.Generally speaking,teachers with master's degree or above have a wider range of learning dimensions of middle school chemistry knowledge compared with teachers with undergraduate and junior college degrees.In addition,the understanding level of chemistry teachers with different titles and different types of schools is quite different.Among them,the professional title has a significant impact on the construction of triple representation thinking and model cognition ability,and teachers with first-level or above professional titles have a higher level of understanding of triple thinking and model cognition ability than teachers with second-level or below professional titles.Different school types have influences on the three dimensions of chemical knowledge,chemical frontier knowledge and model cognition in middle school.To be specific,the level of subject understanding of senior high school chemistry teachers in key middle schools affiliated to the city is higher than that of teachers in key middle schools affiliated to the district and general middle schools.Finally,according to the conclusion of the study,the author puts forward some specific suggestions on how to improve the subject understanding level of high school chemistry teachers :(1)to improve the ability of teaching reflection;(2)fully study the new curriculum standard;(3)give full play to the role of the discussion group;(4)Improve experimental facilities and encourage teachers to carry out more experimental exploratory activities;(5)To carry out teacher training regularly;(6)Strengthen the cooperative teaching among all kinds of schools and build a school district community.