A Research On The Teaching Strategy Knowledge Of Chlorine And Its Compounds For High School Chemistry Novice-proficient Teachers

Teaching strategy knowledge is an important component of subject teaching knowledge,which represents teachers’ teaching practice level to some extent.Teaching strategy knowledge refers to the general term of a kind of knowledge that in order to complete teaching tasks and achieve teaching objectives in a specific teaching situation,appropriate teaching strategies and representation methods are selected to organize teaching according to the teaching content of a specific topic and the characteristics and cognitive level of students,so as to transform the subject content in a way that students can best understand.The teaching strategy knowledge of high school chemistry teachers affects their teaching quality to some extent.The knowledge of chlorine and its compounds is the first non-metallic element that senior high school students are systematically exposed to.The content is complex and plays an important guiding role in the subsequent learning of non-metallic elements.Therefore,teachers should adopt appropriate teaching strategies and characterization methods to teach.This study intends to take the topic knowledge of chlorine and its compounds as an example to study the teaching strategy knowledge of high school chemistry teachers.The specific research question is: How do novice and proficient high school chemistry teachers perform in their knowledge of teaching strategies in chlorine and its compounds? What’s the difference? What are the factors that influence the development of teaching strategy knowledge of novice and proficient chemistry teachers in senior high school?Based on the literature review of teaching strategy knowledge and other related concepts,this paper defines teaching strategy knowledge and other related concepts,and determines two secondary dimensions,teaching strategy and representation,and seven tertiary dimensions,including teaching situation,teaching method,teaching organization form,teaching activity procedure,verbal representation,activity representation and media representation.Then the chlorine and its compounds thematic classroom observation scale was determined.Based on the topic of chlorine and its compounds,this paper studies and compares the characteristics of teaching strategy knowledge of novice and proficient chemistry teachers in high school,and studies the factors that affect the knowledge of teaching strategy of novice and proficient VI chemistry teachers in high school.The results are as follows:(1)The topic of chlorine and its compounds,novice teachers can penetrate life,industry,history and other materials in the classroom,and is relatively closely related to life;In the teaching methods,teaching methods such as lecturing and question and answer are mainly used by teachers,and students’ performance is not enough.Classroom teaching is based on the whole teaching,the teaching organization is relatively simple,there is no correlation with the old knowledge,the framework consciousness is not obvious;The classroom teaching language is not coherent,the activity is single,the dependence on multimedia is higher.On the whole,the performance of the new teachers’ classroom teaching strategy knowledge is relatively simple,unable to highlight the students’ main position,and the whole classroom has a strong presupposition.(2)The topic of chlorine and its compounds can permeate the positive influence of chemistry in life in the classroom,which is closely related to life;In the teaching methods,the emphasis is on the use of enlightening guidance,question-and-answer and other student-oriented teaching methods,while the proportion of teaching method is less.Classroom teaching is based on the overall teaching,which can be associated with old knowledge and pay attention to the formation of unit overall framework;The classroom teaching language is coherent and vivid.Analogies and comparisons are often used to help students compare knowledge.The activities are relatively rich and can organically combine multimedia with blackboard writing.On the whole,skilled teachers have abundant knowledge of classroom teaching strategies and can pay attention to the embodiment of students’ main position.The classroom is no longer a preset "performance".(3)On the topic of chlorine and its compounds,there are obvious differences between novice and skilled teachers in teaching strategy knowledge and classroom teaching level.The level of skilled teachers is obviously higher than that of novice teachers.(4)The factors affecting the novice teachers’ teaching strategy knowledge mainly include teacher training,teaching reflection,listening to the lessons of experienced teachers,student feedback,teaching and research activities,etc.The main factors that affect the knowledge of teaching strategies of skilled teachers include watching quality courses,participating in evaluation courses,reading literature,teaching and research activities,and student feedback.Based on the above conclusions of classroom observation on the teaching strategy knowledge of chlorine and its compounds teachers,this paper puts forward some suggestions on the development of teaching strategy knowledge of high school chemistry teachers under the theme of chlorine and its compounds:(1)attach importance to students and enrich the representation of classroom activities;(2)Strengthening textbook research and innovating teaching procedures;(3)Pay attention to teacher communication and narrow the differences between teachers in groups;(4)Strengthen quality class observation and improve teaching strategy knowledge level.