A Comparative Study On The Characteristics Of Teachers' Teaching Content Design And Generation ��Taking �Periodic Law Of Material Structure Elements� As An Example

In order to meet the teaching needs of the development of the new era,the Ministry of Education promulgated the "Chemistry Curriculum Standards for Ordinary Senior High Schools(2017 Edition,2020 Revision)"(hereinafter referred to as the "Curriculum Standards")in 2020,pointing out: "In chemistry teaching,teachers should closely focus on the theme of 'developing students' chemistry core literacy',set up high school chemistry curriculum to meet students' diversified development needs,and select basic and contemporary chemistry curriculum content." The reform of chemistry curriculum puts forward new requirements on teachers' ability of teaching content design.The generation of instructional design is the process in which teachers present the contents of classroom teaching for the realization of teaching objectives.In order to improve the generation ability of teaching design,a comparative study on the generation of teaching content design by different teachers is carried out.Through consulting relevant literature,to determine the basic process of teachers' teaching content design,basis,evaluation of teachers' teaching content designed to generate standards,combined with the ISM method to generate different types of teachers' teaching is analyzed,according to the analysis results from the import factor,the choice of nodes and elements,knowledge,experimental elements,elements to the order of five aspects to compare.This paper puts forward some strategies to cultivate teachers' ability of generating teaching content design.The main conclusion of the paper is: the characteristics of novice teachers are that they can basically extract the knowledge elements in textbooks and teach them to students,but they are not perfect and ignore some knowledge elements hidden in textbooks.In addition,when teaching knowledge elements,the order is consistent with the presentation order in the textbook.The logical relationship between knowledge elements is not clear enough;The characteristic of skilled teachers is that they can not only completely extract the knowledge elements in the textbook,but also add some additional knowledge elements according to the students' learning situation to enrich the students' knowledge reserve.In the selection of knowledge elements,they will also choose the knowledge elements that are conducive to cultivating the students' core literacy of chemistry.In addition,the presentation order of knowledge elements can be reasonably arranged during teaching,and the logical relationship between knowledge elements is clear,which makes teaching more conducive to students' understanding and mastering knowledge.