Investigation On The Current Situation Of Chemistry Teachers’ Subject Understanding In High School

Chemistry Curriculum Standards for Senior High Schools(2017 Edition)require teachers to improve their understanding of chemistry through various approaches.At present,the research on chemistry understanding focuses on the connotation and importance of chemistry understanding and how to conduct teaching design based on chemistry understanding.There are few researches on the current situation of teachers’ chemistry understanding under specific topics,which leads to the weak pertinence of theoretical research results and is not conducive to further play its real value."Atomic structure and nature of Elements" lays a foundation for students to form a perspective of understanding the microcosmic world.It is of great significance to investigate the current understanding of chemistry subject of senior high school teachers,explore the factors influencing teachers’ understanding of chemistry subject and put forward corresponding teaching suggestions and suggestions for improvement.In this study,literature analysis,questionnaire survey and interview method were used to construct the analytical framework of chemistry subject understanding of high school chemistry teachers.Sorting out the content of chemistry subject understanding of teachers in this subject;To develop a questionnaire for high school chemistry teachers’ understanding of chemistry subject on "Atomic structure and Properties of Elements";A survey was conducted on high school chemistry teachers in Changchun,Huludao,Anshan,Shijiazhuang and Chongqing,and a descriptive analysis was made of the collected data.Moreover,the differences of teachers with different genders,educational backgrounds,teaching ages,professional titles and teaching school types were analyzed.According to the survey results,the interview outline is formulated to explore the factors that affect teachers’ understanding of chemistry subject,and according to the problems reflected in the statistical results and the interview content,the corresponding teaching suggestions and improvement suggestions are put forward,so as to realize the teaching that promotes the development of students’ literacy.It is found that high school chemistry teachers have different understandings on the subject of "atomic structure and nature of elements".Teachers’ understanding of chemistry is weak;Good understanding of chemical way of thinking;The understanding of chemical thinking method is weaker than that of chemical thinking mode.The results of difference analysis show that there is no significant difference between male and female teachers’understanding of chemistry subject.The understanding of chemistry subject of teachers with more than 20 years of teaching experience is significantly better than that of teachers in other teaching experience groups,and the understanding of chemistry subject of teachers in other teaching experience groups increases slowly,but there is no significant difference.There was no significant difference in the overall understanding level of chemistry subject among teachers with different educational backgrounds,and only teachers with master’s degree showed a significant improvement in some secondary indexes.In addition,the understanding of chemistry subject of teachers in ordinary high schools is significantly weaker than that of teachers in provincial standardized schools.Through the analysis of the interview results of the teachers,it is concluded that five factors affect the teachers’ understanding of chemistry subject:(1)The teaching concept of the chemistry teachers,which will affect the teachers’ understanding of the history of chemistry and whether they can effectively play the role of the history of chemistry with people;(2)The awareness of lifelong learning,whether teachers have the awareness of lifelong learning affects whether teachers can improve their understanding of chemistry through various channels;(3)Teaching practice experience,teachers’ rich teaching practice experience will improve the understanding of chemistry teachers;(4)Teaching reflection;(5)Teachers’ understanding of chemistry.Based on this,suggestions for teachers to improve their own understanding of chemistry and teaching suggestions are put forward,and teachers’ teaching activities are improved through various methods,so as to transform knowledge lessons into literacy lessons and effectively promote the development of students’ core literacy of chemistry.This study can provide reference for teachers to understand the subject of "atomic structure and nature of elements".Promote the "literacy oriented" chemistry classroom teaching longitudinal deepening and normalization;And enriched the understanding of chemistry subject related theoretical research.