A Comparative Study On The Characteristics Of The Design And Generation Of Teachers Teaching Content ——Taking "Material And Its Transformation " As An Example

Chemistry curriculum standard for General High School(2017 edition)pforward chemistry subject accomplishment,and the key to help study core accomplishment is to organize chemistry classroom teaching content reasonably,this has put forward higher req to the teacher's teaching content design.Teachers at different levels have different experiences,knowledge reserves and understanding of teaching materials,and different designs of teaching content of the same content.Therefore,the design of teaching content of teachers at different levels is analyzed comparatively,this paper summarizes the characteristics of teaching content design,and finds out the shortcomings of teaching content design,so as to improve teachers' ability of teaching content design and promote the structure of teaching content to meet the needs of chemistry curriculum reform.Based on Bruner's constructivist learning theory,humanistic teaching theory and teaching optimization theory,and then adopts the interpretive structural model(ISM)method,taking the content of "material and its change" in the first unit of chemistry compry co in senior high school as the research object,and three novice teachers and three experienced teachers,this paper makes a comparative analysis from three aspects:the choice of knowledge elements,the logical arrangement order of knowledge elements and the choice of the most advanced elements.The results show that the consistency of the choice of knowledge elements,the order of logical arrangement and the choice of the most advanced elements among novice teachers is high The choice of knowledge elements,the order of logical arrangement and the choice of the most advanced elements are consistent among the proficient teachers Proficient teachers are better than novice teachers in the selection of the number of knowledge elements,the order of logical arrangement and the selection of the most advanced elements,however,the selection of knowledge elements chosen by some novice teachers is more in line with the core literacy of chemistry subject than that of experienced teachers.Therefore,novice teachers should learn from experienced teachers in terms of the number of knowledge elements,the order of logical arrangement,etc.,proficient teachers should take the core literacy of chemistry as the basis to better select knowledge elements,so that novice teachers and proficient teachers to meet the needs of the new curriculum design.