A Comparative Study On The Proposition Level Of Novice Teacher And Expert Teacher From The Perspective Of High School Chemistry Core Competence

For teachers,giving good lessons,writing good questions,writing good essays,and leading good classes are the "four wings" of teachers’ growth.Among them,good questions measure teachers’ proposition level.It is an important component of teachers’ basic skills to be able to fully grasp the subject content,widely accumulate subject materials,deeply grasp the characteristics of test questions,and carry out research work on this basis.The examination questions with good quality can help teachers to further understand the students’ learning situation to a large extent,and also help to cultivate students’ core discipline quality and promote their all-round development.In the actual teaching process,what are the key indicators for evaluating a teacher’s proposition level?Based on these key indicators,what differences do novice teachers and expert teachers have in the level of test question scheduling,has always been an important research topic.Through comparative analysis,experimental research and other means,we can find out the differences between the two types of teachers at the level of proposition,and then put forward reasonable suggestions.It is an important reference for novice teachers to accelerate the transformation to expert teachers,which is also the significance and value of this research.In this study,six teachers of chemistry(3 novice teachers,3 expert teachers)from 3high schools of different levels in Taiyuan were selected as the research objects;By consulting the relevant literature on the proposition level and quality evaluation of novice teachers and expert teachers at home and abroad,we determined the observation scale,summarized the key indicators to measure teachers’ proposition level,further optimized and prepared the evaluation scale,carried out research on topics through text coding and experimental research,and reached the conclusion of comparative research on the proposition level of two types of teachers through data collection and analysis;We also conducted an after class interview with six teachers to further explore the differences between the two types of teachers’ proposition processes,and put forward reasonable suggestions for continuous improvement,so as to provide a perspective for novice teachers to think about in the future when they can achieve higher quality test question scheduling.Through literature review,text coding,experimental research,as well as data analysis and comparison,this topic summarizes the following conclusions:(1)novice teachers’ portrayal of core literacy is weaker than expert teachers’ when making test questions;(2)Whether novice teachers or expert teachers,most of the assigned topics have real situations,but novice teachers are relatively easy to lack "life practice" level situations,and the proportion of "scientific research" situation setting is low;(3)The proposition of novice teachers is mostly limited to a single knowledge point,which is not well developed.The ability examination only focuses on students’ understanding and induction of knowledge,which is still at a relatively primary level;(4)Compared with expert teachers,there are still some scientific mistakes in the test questions of novice teachers,and the arrangement and adaptation of the test questions are more random;There is no basis for adapting the information or data of the original test questions;(5)Both novice teachers and expert teachers can grasp the difficulty of the test questions,but the reliability of the test questions made by novice teachers is low and the differentiation is general;(6)Part of the test questions of novice teachers’ mandate system have unclear semantic expression and set questions around the circle,and the overall standardization of the test questions is still far behind that of expert teachers;(7)Compared with novice teachers,expert teachers’ proposition process focuses on innovation,guidance and timeliness.