Investigation And Analysis The Quantitative Understanding Of Junior High School Chemistry Teachers

Learning and creation cannot exist without thinking. Thinking is the core of intelligenceand ability, so one of the important tasks of middle school chemistry is to cultivate thestudents’ thinking ability. Grade3is the first time that students contact the chemical and thecultivation of students thinking ability directly affect the learning enthusiasm and methods.Chemistry involves a lot of chemical experiments and some chemical calculation problemswhich have relevant to the quantitative research. The students understanding of thequantitative directly influences their understanding of that knowledge. As the knowledgedeliver, Teachers’ understanding of the quantitative is bound to affect his view of teaching aswell as his choice of teaching methods, and finally externalize through teaching practice andteaching behavior. All this is likely to have a profound effect on the future of students.Therefore, it is very necessary to understand quantitative status of the current junior highschool chemistry teacher.This article designs a questionnaire is based on the quantitative theory analysis andeducation teaching theory. To the chemistry teachers of Changchun region and itssurrounding areas middle school conducted a survey about teachers’ understanding of thequantitation, and anglicizing general teachers of the situation. Found that in the survey it isbasically consistent with the envisaged.1．Teachers don’t have deep understanding of the quantitation, especially thequantitation of understanding the concepts. Teachers basically do not realize that. Most of theteachers for the quantitatively understanding just stay in the calculated level.2．The teachers of different categories have different quantitatively understanding,teachers’ age, teaching experience and titles can also influence quantitatively understanding.In this object of this survey, there are99.12%teachers are bachelor degree or above, and onlytwo specialist qualifications teachers who have more than20years of teaching experience. Soin this survey, qualifications for the quantitatively understanding of the impact were notsignificant.3． Wealth of teaching experience can help teachers understanding subjectknowledge and quantitation, but it’s not a direct proportion. Teachers teaching experience in6-15can have a deep and well quantitative understanding.The same time, it is recommended that teachers in this survey can be able to find theirlack of understanding of the quantitation. Found that the quantitative understanding of thesignificance of the whole of chemistry, so that it can grow with the new curriculum. Don’treject and doubts everything, to learn to accept. At the same time, teachers can’t stop exploring in the future. Looking for more ways and means to strengthen the understanding ofthe quantitation and striving to correct the understanding of the subtle quantitation andpassing it to the students. Let the students correctly understand the relationship between theamounts. It can develop students’ construction of quantitative thinking and chemical thinking,lay the foundation to students’ lifelong learning and development and reflect the overall goalof quality education particularly.