A Comparative Study On The Characteristics Of Presupposition And Generation Of Teachers’ Teaching Content

Curriculum Standards for General High School Chemistry(2017 Edition)(hereinafter referred to as the new curriculum standards)put forward the core literacy of chemistry,while teaching knowledge should pay more attention to the presentation structure and logical relationship of knowledge,teachers’ teaching content design is a crucial link,do a good job of pre-class teaching presupposition and classroom teaching generation,is conducive to the implementation of the new curriculum reform requirements and cultivate students’ core literacy of chemistry,literacy oriented Teaching,and promote teachers’ professional development in the process of teaching presupposition and teaching generation.This study takes 4 front-line chemistry teachers as the research objects,analyzes textbooks,teachers’ teaching plans and teachers’ classrooms through ISM,and compares and analyzes their hierarchical digraph.The conclusions are as follows:(1)Characteristics of teaching presupposition: when novice teachers make teaching presupposition,the breadth of knowledge elements is higher than the textbook,the difficulty span of knowledge element level design is large,and the connection between knowledge is not close,easy to be separated;The starting point elements are less in number and more abstract;In the presentation of experimental elements,I have the courage to try different ways of teaching,but may not reach the expected effect due to carelessness and other mistakes;In terms of the end elements,knowledge teaching meets the requirements of teaching objectives,but there are some problems such as poor applicability of knowledge and weak summativity.When teachers make teaching presupposition,the breadth of knowledge elements is higher than the textbook,the difficulty span of knowledge elements design is small,and the connection between knowledge is close,which is not easy to be separated.The number of starting point elements is moderate,and most of them are related to students’ life and existing cognitive structure;Experimental elements pay attention to the efficiency and effect of knowledge teaching;In terms of the end elements,it meets the requirements of the teaching objectives and has strong summativity and application.On this basis,it pays attention to the cultivation of students’ concepts and the cultivation of the core quality of chemistry.(2)Characteristics of teaching generation: When novice teachers carry out teaching generation,the breadth and depth of various elements in teaching plan design and classroom are roughly the same.Teaching plan is taken as an important teaching base,and the production is poor.In the process of teaching generation,teachers should adapt to various problems on the basis of the "elastic framework" of teaching plans,take students as the main body,adjust the teaching progress,and reflect the openness,dynamic and interactive nature of teaching generation.The innovation of this research lies in the analysis of textbooks,teaching plans and classrooms by using the ISM explanatory structure model,comparing the differences between new teachers and familiar teachers in teaching presupposition and teaching generation with a very intuitive drama level directed graph force,and providing certain direction for the development of novice teachers to skilled teachers.