The Professional Literacy Construction Of Chemistry Teachers In Ethnic Middle Schools And Its Case Study

Developing science education in ethnic middle schools is the main path to improve the quality of minority education.At present,the professional literacy of science teachers in ethnic middle schools is generally weak,which affects the quality of science education in ethnic middle schools.This study,through a comprehensive review of relevant literature,firstly analyzes the connotation and composition dimension of the professional literacy of Chemistry teachers in ethnic middle schools,and constructs the theoretical analysis framework of the professional literacy of Chemistry teachers in ethnic middle schools.Secondly,through classroom observation in practice,the interview method and the case analysis method are used to analyze the performance characteristics and existing problems of the Chemistry teachers of Gannan National Middle School in Gansu Province.Finally,the suggestions for promoting the professional development of Chemistry teachers in ethnic middle schools are put forward.The study obtained the following conclusions.Firstly,the professional literacy of Chemistry teachers in ethnic middle schools refers to the Chemistry teachers' performance in classroom teaching activities,which has a significant influence on the educational and teaching effects,and determines the total psychological quality of students' Chemistry learning to some extent.Secondly,the professional literacy of Chemistry teachers in ethnic middle schools is composed of general literacy,Chemistry professional literacy and special literacy.The general literacy includes teachers' professional concepts and professional ethics,professional knowledge and professional competence.Chemical literacy of teachers includes the subject professional knowledge and the ability of Chemistry experiment teaching;the special literacy includes bilingual knowledge and bicultural knowledge.Thirdly,based on the teacher professional development,multiculturalism and cultural responseteaching theory,and drawing on the existing research,the classroom analysis framework of the professional literacy of the middle school Chemistry teachers is constructed,which reflects the “observable,recordable and interpretable” in principle.Fourthly,a case study was conducted with four Tibetan Chemistry teachers in Gannan Middle School.The research shows that in terms of Chemistry professionalism,teachers' understanding of curriculum standards is not deep enough,and the core literacy of students' Chemistry disciplines has not been implemented;teachers' ability to develop and utilize teaching resources is weak,and the teaching content is less related to the actual life of Tibetan students;teachers pay more attention to knowledge teaching,cannot effectively carry out inquiry teaching,and guide students to communicate independently;teachers usually use animated videos instead of teacher demonstrations experiments,students rarely have the opportunity to do experiments.In terms of special literacy,teachers neglect the penetration of Chinese excellent traditional culture and national science and technology culture.This paper proposes relevant suggestions for promoting the professional development of Chemistry teachers in ethnic middle schools.