The Comparative Study On The Generation Characteristics Of Teachers' Teaching Content Design ——PEP High School Chemistry Textbook Compulsory One "Important Elements In Seawater-sodium And Chlorine" As An Example

In the actual process of teaching design,teaching content design is one of the key links.It refers to the process in which teachers choose appropriate teaching content and organize it after fully considering the characteristics of students according to a certain chemistry teaching purpose and teaching content.The whole process is mainly to divide,expand and refine the knowledge points in the textbook content;It is suggested in the chemistry curriculum standard for senior high schools(2017 Edition)that teachers should reasonably organize chemistry teaching contents.The construction of teaching contents is the key to promote the transformation of students from chemistry knowledge to chemistry core literacy,which means that teachers have higher standards and requirements for the design of teaching contents,and it is also a new challenge to the improvement of teachers' own ability and level.Therefore,in order to better improve teachers' ability of teaching content design,this study compares and analyzes the generation results of teaching content design of four teachers at different levels,which can summarize their respective characteristics in teaching content design and generation,find their shortcomings in teaching content design,help to improve the ability of teaching content design of front-line teachers and promote the structure of classroom teaching content,In order to meet the needs of chemistry curriculum reform.Based on constructivist learning theory,humanistic teaching theory,teaching optimization theory and effective teaching theory,this study summarizes the basic modes of teachers' teaching content design,including design basis,design principles,design elements,general design process and evaluation criteria of design structure.Then using the explanatory structure model(ISM)method as a research tool,this paper analyzes the data of the knowledge content of textbooks and the classroom teaching content of teachers at different levels,and compares the generation characteristics of teaching content design among teachers at different levels.Then,according to the conclusion of comparative analysis,this paper puts forward targeted training strategies for teachers' teaching content design.The results of the comparative study show that:(1)In the design of key elements: in terms of the number of elements,the number of key elements selected by skilled teachers is often more than that of novice teachers,the number of key elements selected by teachers in ordinary high schools is less than that in key high schools,and the number of key elements selected by teachers is more than that in textbooks;At the element level,the number of levels in the directed graph of teachers' level in key high schools is more than that in ordinary high schools;In terms of element relationship,the connection between the elements of skilled teachers is more coherent,the relevance between the key elements is higher,and the organization between the elements is more creative;(2)On the selection of import elements: teachers choose more import elements than textbooks,and skilled teachers choose more import elements.When encountering more difficult concept and principle knowledge,teachers will choose more import elements;(3)In the presentation of experimental elements: the number of experimental elements selected by teachers in the teaching process is usually slightly more than that in textbooks.Skilled teachers in ordinary high schools show diversified characteristics in the presentation of experimental elements;(4)In the generation of node elements,teachers can basically rise to the use of relevant materials and the application of material properties to solve practical problems.According to the comparative research results,the author puts forward the training strategies of teachers' teaching content design ability from four aspects: key elements,introduction elements,experimental elements and node elements,so as to provide reference for the growth of novice teachers,optimize the design and generation of teachers' teaching content,optimize and improve the teaching effect,and provide the possibility for the realization of literacy based teaching design.