Comparing Research On TSPS For Middle School Chemistry Teachers

The problem solving research has always been the hot point in the realm of psychology and pedagogy both in and outside our country. However,the disciplinary problem solving research starts only from the recent 30 years. Although the problem solving research in chemistry has made certain progress in the domestic, the comparing research based on TSPS (teaching strategy of problem solving) among middle school chemistry teachers is still a blank.Whether it can realize the teaching targets and keep the aggressiveness of the learners or not is the main character of valid teaching strategy. TSPS is just the core of teaching strategy, and the different levels of TSPS mark different levels of teachers. To strengthen the teachers'using consciousness of TSPS and improve their teaching levels is quite important for their professional growth, and for the raising of the whole teachers'level, and for the good development of the curricular reforms of the foundation education, and for the completely promotion of the education qualities.For comparing their TSPS levels among the teachers, the writer had drawn up a questionnaire for investigating, which has good reliability and effectiveness. Several hundreds of questionnaires have been finished by chemistry teachers from Hebei, Shandong, Tianjin and Beijing. From the statistical analysis we can see clearly: nearly in every item, the teaching conception level, the common teaching strategy level and the TSPS level, there is a significant difference between the novice teacher and the proficient teacher, or between the proficient teacher and the expert teacher, and especially between the novice teacher and the expert teacher.Closely combining with concrete teaching cases on chemistry in middle school, the paper gives comparing analysis in TSPS application between expert teachers and common teachers, so as to improve the chemistry teachers'level of TSPS. The analysis is made from the following aspects: teaching conception, analogizing strategy, resolving strategy, anti-deduce strategy, inquiring strategy, rethinking strategy and so on. In order to improve the teachers'level of TSPS in middle school efficiently, the paper presents several strategies and suggestions. As following, to exchange teaching conception by teacher training, to lead their professional growth by school-based research, to construct convenient environment and mechanism for the individuals to develop their creativities, to perfect the teacher's qualifications certificating system, and to help them realize the importance of rethinking for their professional growth, and suggest teachers to learn and use rethink skill, and so on. All of the strategies and suggestions are necessary and effective to promote the teachers' professional growth, especially their TSPS levels.