Research On The Evaluation Of Senior High School Chemistry Teachers Textbook Understanding From The Perspective Of Key Competencies

With the in-depth advancement of the new curriculum reform,the "Chemistry Curriculum Standards for General High Schools(2017 Edition)" clearly proposes to realize the educating function of the chemistry discipline and implement the fundamental task of moral cultivation through cultivating the key competencies of chemistry discipline.Under the guidance of curriculum standards,senior high school chemistry textbooks have been systematically designed in terms of compiling concepts,knowledge systems,textbook styles,and presentation methods with the aim of improving students' key competencies of chemistry discipline.The cultivation of chemistry key competencies is inseparable from the accurate understanding of textbook by chemistry teachers.Teachers need to interpret chemistry textbook from the perspective of key competencies of chemistry discipline,clarify the structural system,compilation intention and design characteristics of the textbook,and conceive how to deal with the existing design of textbook,so as to better implement the "key-competencies-based" chemistry teaching,internalizing key competencies into students' quality.However,in the existing research,the quantitative research on teachers' understanding of textbook and the attention to the key competencies of the discipline under the background of deepening the curriculum reform are relatively lack,which is not conducive to clarifying the level of teachers' understanding of textbook and the existing difficulties for targeted optimization.Therefore,based on the literature analysis,this study clarifies the connotation of senior high school chemistry teachers' understanding of textbook from the perspective of key competencies;combines with curriculum standards and other guiding documents and teaching materials to construct the evaluation index system of senior high school chemistry teachers' understanding of textbook from the perspective of key competencies and form the corresponding questionnaire.After testing and verifying the reliability and validity of the questionnaire,a formal survey is conducted to understand the level and current situation of senior high school chemistry teachers' understanding of textbook from the perspective of key competencies.Through semi-structured interviews,this study further explores the factors affecting teachers' understanding of textbook.On this basis,this study proposes multiple multi-dimensional and all-round strategies for improving the level of high school chemistry teachers' understanding of textbook.The study results show that the level of senior high school chemistry teachers' understanding of textbook is medium to high,and the development of each dimension and within the dimension is uneven.The "textbook interpretation" level of chemistry teachers is not completely consistent with the "textbook conception" level,and the former is significantly higher than the latter.There are many significant differences in the level of understanding of textbook among different groups of teachers.The richer the teacher's teaching experience,the higher the professional quality and ability,the higher the individual's acceptance of new textbook and the degree of study,the higher the level of the understanding of textbook.The interview results show that the influencing factors of senior high school chemistry teachers' understanding of textbook from the perspective of key competencies mainly include teachers' textbook view,textbook training,school culture,evaluation and so on.Based on this,this study puts forward strategies such as teachers' concept transformation and practical exploration,time management and burden reduction,reforming textbook training,so as to further improve the level of chemistry teachers' understanding of textbook from the perspective of key competencies,and help realize the "win-win" between teachers' professional development and the cultivation of students' key competencies of chemistry discipline.