A Comparative Study Of Chemistry Subject Understanding Between Expert And General Teachers

The teacher's subject comprehension ability is related to the development of students' core literacy.However,as to what the subject understanding is,what aspects are included,and what are the differences between expert teachers and ordinary teachers in the understanding of the subject,no relevant literature has yet been found.Therefore,this study attempts to explore the difference in understanding between expert teachers and ordinary teachers.As expert teachers have rich experience and are leaders in the field of education,their knowledge of subject understanding has guiding and reference significance for frontline teachers.Therefore,based on the analysis of the differences in understanding of the two groups on subject understanding,it is proposed to improve frontline teachers suggestions for disciplinary understanding.This study first consults the domestic and foreign literature on relevant subject understanding,and summarizes the existing research status and deficiencies.Choose 3expert teachers,use semi-structured interview research methods to obtain original materials.Then,use grounded theory research methods to qualitatively analyze the original data obtained,and obtain the views of three expert teachers on subject understanding.The grounded theory is a qualitative research method,including three analysis steps of open coding,axis coding and selective coding,and drawing conclusions from the obtained factual materials.According to the cognitive models of three expert teachers,an outline for interviews with ordinary teachers was designed,and three ordinary teachers were interviewed to obtain textual materials.The same analysis method was used to obtain ordinary teachers' perceptions of subject understanding,and to compare and analyze the views of the two groups.Disciplinary understanding of differences in understanding and conclusions.The study found that the three expert teachers have the same understanding of chemistry subject understanding.They generally believe that subject understanding contains at least three dimensions: knowledge understanding,thinking understanding and subject value understanding.Knowledge understanding is the foundation,and knowledge carries the teaching of thinking.Knowledge understanding requires teachers not only to understand the knowledge in books,but also to understand the "big knowledge" related to chemistry,nature and society;thinking is more important,and teachers should develop based on thinking in teaching;The understanding of subject value requires teachers to understand the value of chemistry from the perspectives of students,nature and society.Therefore,expert teachers' understanding of the subject includes a sense of mission and responsibility for educational work.Ordinary teachers have different understandings of subject understanding.All three ordinary teachers recognize knowledge understanding,but the object of understanding is also limited to subject knowledge;the three ordinary teachers have relatively weak understanding of subject thinking,and rarely involve the dimension of thinking.;The recognition of the value of the discipline is only the recognition of the social value of chemistry.In short,ordinary teachers' knowledge of subject understanding,whether it is the breadth of knowledge,the depth of knowledge,or the height of knowledge,is far from reaching the level of expert teachers.In view of the differences in the understanding of the two types of subjects,from the three aspects of teacher's on-the-job training,expert teacher guidance and teachers' personal efforts,opinions and suggestions to promote teachers' subject understanding are put forward.