A Survey Into The Current Situation Of The Structuring Of Chemistry Teaching Contents In Senior Middle School

The structuring of classroom teaching contents is a teaching behavior,it's based on some fixed targets,based on the curriculum content(chemistry textbook content),taking into account the logical order between subject knowledge and students' cognitive characteristics and needs,reselect classroom teaching information and organize.The basis of structuring classroom teaching contents is the structuring of subject knowledge.Promoting the structuring of students' knowledge and gaining conceptual awareness is the pursuit of value.It is bound to cut down the students' study-induced stress and raise the classroom teaching achievements The structuring of classroom teaching contents is of important meaning.So,the structure of classroom teaching contents is of important meaning to the cultivation of students' core literacy.However,the data shows that the current research on the structure of classroom teaching contents in the field of chemistry education is not thorough enough.To this end,the author further defines the concept of structured classroom teaching contents and analyzes its characteristics,combined with the details and requirements of ordinary senior high school chemistry curriculum standards(2017 edition)and textbooks(taking the senior middle school chemistry textbooks of Jiangsu Education as an example)to determine the evaluation dimensions and indicators of classroom teaching contentss..Through a variety of methods,including case analysis,questionnaire surveys,and interviews,the status quo and influencing factors of the structure of high school chemistry classroom teaching contents were explored.And then on this basis,some proposals to optimize the structure of senior middle school chemistry classroom teaching contents was put forward.The investigation results showed:(1)High school chemistry teachers have a good sense of structuring classroom teaching contents.(2)High school chemistry teachers do not have deep comprehension of the structure of classroom teaching contents.(3)The current level of strategies for structuring classroom teaching contents for senior high school chemistry teachers needs to be improved,which is specifically reflected in:?focusing on knowledge structuring rather than students' cognitive structuring;?focusing on activity structuring rather than students' logical thinking;?thinking highly of the content organization of summary link and neglect the abstraction of conceptual content(4)Teachers 'own subject knowledge structured level,knowledge of subject concepts and methods,understanding of students' cognitive characteristics,richness of teaching experience and evaluation orientation,teaching system and presentation of textbooks,pressure for further studies,student differences,and many other factors affect structural level of teachers' classroom teaching contents.Based on the analysis of the present situations as well as influencing factors,the suggestions are made to modify the structuring of chemistry classroom teaching contents in senior middle school:(1)pay attention to studying the students' cognitive process,lay the structural foundation of classroom teaching contents;(2)strengthen unit teaching design,Improve the strategy level of structuring classroom teaching contentss.