A Current State Study Of The Subject’s Understanding Of Elements And Their Compounds By High School Chemistry Teachers

The new round of curriculum reform emphasizes the importance of subject understanding,and studying the connotation and role of chemistry subject understanding is conducive to cultivating students’ core competencies in chemistry and promoting the professional development of chemistry teachers.This paper mainly uses literature analysis,questionnaire survey,classroom observation and interview.On the basis of combing a large number of literature,the understanding of disciplines and related concepts are defined.Taking "elemental compounds" as the knowledge carrier,a questionnaire was compiled according to the28 indicators of 5 dimensions determined by the current research of chemical subject understanding,and the survey and analysis were carried out for chemistry teachers to understand the current situation of high school chemistry teachers’ subject understanding of elemental compounds,and based on the perspectives of academic qualifications,teaching experience and gender differences,the subject understanding level of high school chemistry teachers was compared and analyzed.Subsequently,according to the results of the questionnaire survey,front-line chemistry teachers were interviewed,and the lesson "chlorine and its compounds" taught by them was selected for classroom observation and analysis.The survey found that teachers’ understanding in the field of chemical knowledge was generally low.Although teachers can recognize the importance of scientific spirit and career planning,they do not know how to present it in teaching.He has a good understanding of the discipline in the dimension of chemistry methods,and can comprehensively use a variety of methods to teach reasonably.The level of understanding of various disciplines,within the curriculum,and at the intersection of courses needs to be strengthened,and teachers have a certain understanding of the connection between other disciplines and chemistry disciplines,but they are rarely reflected in actual teaching.Teachers have a low level of subject understanding of chemists and the history of chemistry,chemical concepts,and evaluation indicators of recipients.The introduction of chemical historical facts in classroom teaching is low frequency,and the application of chemical concepts is not comprehensive enough.The frequency of self-reflection by teachers decreases with the age of teaching.Based on the perspectives of academic qualifications,teaching experience and gender differences,it can be seen that teaching age is the key influencing factor.The subject understanding level of teachers with less than 5 years,6-14 years and more than 15 years of teaching experience showed an increasing trend.Education and gender do not affect teachers’ level of subject understanding.According to the research conclusions,the examples of the understanding of the origin of elemental compounds based on the understanding of chemistry disciplines are analyzed,and the countermeasures to improve the subject understanding of high school chemistry teachers are obtained:(1)diligent study and good thinking,in-depth study of origin problems,and improve the understanding of chemistry subjects;(2)Attach importance to the integration of chemical historical facts into the classroom,and closely follow the cutting-edge dynamics of the discipline into teaching;(3)Pay attention to the connection of teaching and promote the interdisciplinary integration.