Research On Evaluation Of Understanding Of Chemistry Subject Of High School Chemistry Teachers

High school chemistry teachers’ understanding of the subject(ie,subject understanding)is an existing but easily neglected research field in teacher education,This round of new curriculum reform puts understanding of the subject as a core issue and has become a research area that needs to be highlighted in the new curriculum reform.The understanding of the subject of high school chemistry teachers is a basic and typical teacher’s practical activity.It is the premise for teachers to carry out deep teaching.This research combines scientific teachers’ subject matter knowledge and nature of science research results.From the perspective of the nature of chemistry disciplines,it makes full use of a variety of educational research methods such as text analysis,interview methods,survey methods,observation methods,etc.Concepts,characteristics,research dimensions and many other factors have been studied theoretically,and a five-dimensional,multi-level evaluation standard system has been constructed for senior high school chemistry teachers’ understanding of subject.And use this as a standard to evaluate the subject comprehension level of senior high school chemistry teachers from two levels:the overall survey and specific content.The characteristics of the two levels are analyzed,and the factors behind the level and characteristics are explored.Countermeasures on improving the subject understanding ability of high school chemistry teachers in all aspects.The research holds that the teachers’ understanding of chemistry subject in high schools is a basic and typical teacher’s practical activity,and the assessment of subject understanding of chemistry teachers in high schools should be multidimensional and multilevel.Overall,high school chemistry teachers have a low level understanding of the subject and great differences,and young chemistry teachers generally have weak understanding of the subject.In specific knowledge,the level of understanding of the subject and teaching of senior high school chemistry teachers is not high,the differences are large and the relationship is complicated,they are affected by many factors,and mainly are restrictive factors.Improving understanding of the subject ability of high school chemistry teachers is complex.The introduction part mainly discusses the origin and significance of the problem research,analyzes and defines the concept of teachers’ understanding of the subject,and determines the research methods and research ideas by reviewing the literature on the existing research.The first chapter discusses the theoretical basis of understanding of the subject of high school chemistry teachers,and the PCK theory and deep teaching theory are sorted out.The research suggests that teachers’ understanding of the subject is closely related to the PCK theory.Teachers’comprehensive and systematics understanding of the subject is the basis for their deep teaching.Based on this,the research determines the characteristics,problems,and research dimensions of teachers’understanding of the subject.The second chapter is the construction of evaluation criteria for understanding of the subject of high school chemistry teachers.Firstly,the relationship between the nature of science and the nature of disciplines is analyzed,and the research outlook of the nature of disciplines is proposed,and the four processes of perception,interpretation,application,and evaluation of understanding are sorted out.Secondly,from the perspectives of epistemology,axiology,methodology,and ontology,the five dimensions of understanding the nature of the chemistry subject are combed from the history of development of the chemistry as the basic dimensions of understanding of the subject,and the connotations of these dimensions are analyzed.Finally,based on this,through open interviews with 8 experts to determine the preliminary indicators of high school understanding of chemistry subject,and through the CVI validity test method,consulted the validity of 10 experts.A standard system of understanding of the subject for high school chemistry teachers in 5 dimensions and 28 indicators was obtained.The third chapter evaluates the current situation of understanding of the subject at the overall level of high school chemistry teachers.First,a questionnaire was designed on this basis.Secondly,1189 high school chemistry teachers were surveyed based on the questionnaire.Finally,the survey was conducted to obtain the level and current status of self-cognition of understanding of the subject of senior high school chemistry teachers,and put forward macroscopic countermeasures..The fourth chapter uses the "primary battery" as an example to formulate the evaluation standard of the high school chemistry teachers’ understanding of specific chemistry knowledge.First,analyze the presentation form and characteristics of primary battery content in curriculum standards,high school chemistry textbooks,college entrance examination questions,and university textbooks.Secondly,based on the first part,jump out of the above materials to analyze the growth points of understanding of the subject of the primary battery content of high school chemistry teachers,and determine the evaluation criteria of understanding of the primary battery of each indicator.The fifth chapter evaluates the understanding and teaching of specific knowledge level of high school chemistry teachers using "primary battery" as an example.The research selected 10 senior high school chemistry teachers for research,observed 29 class hours of videos,interviewed for more than 1,154 minutes,and compiled more than 310,000 words of interview data.In the end,10 teachers’primary understanding of subject level and teaching of understanding of subject level in "primary cells" on 28 indicators were obtained,and the characteristics and connections between these two levels were further analyzed.Furthermore,the two levels of influencing factors and characteristics are obtained through the text analysis method,and some useful information is obtained.The sixth chapter proposes countermeasures to improve the understanding of chemistry subject level of high school chemistry teachers.The research suggests that it is necessary to re-examine the relationship between teachers’ understanding of chemistry subject and literacy-based teaching,and to put forward the triple-recognition realm of teachers’ "It’s the mountain.","It’s not only a mountain ",and "It’s just a mountain".It is believed that only when teachers supplement their shortcomings in understanding of chemistry subject,update their understanding of chemistry subject in time,and then it is possible to implement relevant instruction and then truly achieve the "literacy class" instruction based on the development of students’ scientific literacy.On basis of this,put forward integrated improvement suggestions from four perspectives:personal field,external field,practical field,and result field.Among them,the teacher’s classroom teaching evaluation standard based on understanding of chemistry subject and the teacher based on understanding of chemistry subject professional development evaluation criteria are specially put forward.The seventh chapter is the reflection and prospect of this research.It briefly introduces the results of this research from the perspective of theory and practice,puts forward the possible innovation points of this research,and looks forward to the research.