Research On The Status Quo And Influencing Factors Of High School Chemistry Teachers’ Development And Utilization Of Moral Education Resources In Textbooks

Moral education is the fundamental task of education as it plays a crucial role in guiding and promoting the healthy growth of adolescent students and school’s work,and discipline moral education is an important way to realize the fundamental task of education.Chemistry textbooks serve as important carriers of knowledge,as well as valuable resources for moral education within the chemistry curriculum.Therefore,teachers’ performance in the development and utilization of moral education resources in chemistry textbooks directly affects the effect of moral education in chemistry.Currently,the academic world seldom studies the discipline moral education of chemistry from the perspective of moral education resources.Therefore,this study adopts Delphi method,questionnaire survey and interview method,constructing and developing the corresponding theoretical framework based on the existing research,and investigates the status quo and influencing factors of chemistry teachers’ development and utilization of moral education resources in high school textbooks.The research is divided into six parts: the first part introduces the research background,significance and design;the second part is literature review and theoretical basis,defining the core concepts of "moral education" and "disciplinary moral education resources",and analyzes the status quo of moral education research in chemistry;the third part introduces the construction of theoretical framework and the design,test,optimization and application of research tools;the fourth part is the analysis of the status quo of the development and utilization of moral education resources in textbooks by chemistry teachers in high school;the fifth part analyzes the factors influencing the development and utilization of moral education resources in textbooks by high school chemistry teachers;the sixth part is the research conclusion,revelation and reflection.The research conclusions are as follows:(1)High school chemistry teachers have strong practical intention to develop and utilize moral education resources in textbooks,but the willingness to learn is weak.The concept of development and utilization of moral education resources is mature.High school chemistry teachers have strong internal driving force to develop and utilize moral education resources in textbooks,but weak external driving force.The subject’s cognition of moral education resource exploitation is weaker than that of moral education resource utilization.The content penetration of explicit moral education is relatively higher than that of chemical moral education.Additionally,the carrier utilization rate of moral education is low.The methods of development and utilization of moral education resources are outdated,the teaching methods are backward,and the content of moral education is seldom penetrated into the homework design.The timing distribution of moral education resources’ utilization in classroom is not balanced,obviously concentrating in the introduction stage,and the penetration rate of discipline moral education in the stage of new style of knowledge teaching and after-class promotion is low.The evaluation of discipline moral education is not fully reflected in teaching evaluation.Through the development and utilization of moral education resources in textbooks,remarkable results have been achieved,including that moral education work at the school level has become more effective,professional competence at the teacher level has been developed and the discipline core literacy of chemistry and ideological quality at student level have been improved to some extent.(2)The experience of homeroom teacher,administrative position and discipline moral education training have a positive predictive effect on the performance of high school chemistry teachers in the development and utilization of moral education resources in textbooks.There is no significant difference in the performance of teachers’ development and utilization of moral education resources in textbooks,such as gender,professional title and educational background.(3)High school chemistry teachers’ development and utilization of moral education resources in textbooks are affected by internal and external factors.The internal factors include teachers’ time and energy,theoretical knowledge and job experience,and the external factors include school factors and social factors.Having abundant time and energy,rich theoretical knowledge,attaching more importance to relevant training in the school and having a good moral education atmosphere in school or subject department have a positive predictive effect on the performance of high school chemistry teachers in developing and utilizing moral education resources in textbooks.Based on the research conclusions presented above,this study puts forward suggestions from three aspects: the society strengthens the policy support and system guarantee,schools create an atmosphere of moral education and strengthen the assessment and training of teachers,and teachers strengthen the awareness of moral education,in order to provide direction and inspiration for strengthening the development and utilization of moral education resources in textbooks for high school chemistry teachers.