First, the outstanding problems in the professional development of chemistry teachers
With the continuous advancement of the new curriculum reform, various problems emerge one after another, such as curriculum setting, textbook compilation, curriculum implementation and teachers' professional development. Teachers' professional development is one of the most urgent key issues in the process of new curriculum reform. Through teaching practice and reflection, we believe that the outstanding problems in the current professional development of chemistry teachers mainly include the following aspects:
1. Internalization of teaching ideas
Teaching concept is the concentrated expression of people's understanding of the inherent laws of teaching activities, people's views, basic attitudes and concepts on teaching activities, and people's beliefs on teaching activities. The new curriculum advocates "autonomy? Cooperation? " Inquiry "teaching concept, teachers should be the guide, promoter, cooperator and server of students' learning. For example, the chemistry textbook of Jiangsu Education Edition has compiled columns such as "exchange and discussion, problem solving, sorting and induction, chemical history, information card, observation and thinking, activity exploration and broadening horizons", aiming at urging teachers to update their teaching concepts and change their teaching methods, thus promoting the transformation of students' learning methods. However, since the implementation of the new high school curriculum in our province for more than four years, under the influence of educational utilitarianism, most teachers are basically old wine in new bottles, students' activities are replaced by teachers, scores are paramount, and there is no interactive knowledge generation. Some teachers use the mouse and keyboard to occupy the whole classroom, and the classroom has become a place for teachers to perform monologues. The above situation shows that the new curriculum teaching concept has not been completely internalized into teachers' teaching behavior, and there is a problem that the new curriculum teaching concept is not updated in teaching practice.
2. Independent professional development
After the implementation of the new chemistry curriculum in senior high school, it provides a broader space for teachers to use textbooks creatively, and also puts forward higher requirements for chemistry teachers' literacy. However, since the implementation of the new curriculum in senior high schools in our province, through teaching activities such as communicating with teachers, giving lectures, attending lectures and evaluating classes, it is found that teachers' awareness of independent professional development is generally weak, mainly reflected in: (1) having no personal professional development goals and plans, muddling along; (2) Not paying attention to learning, being unfamiliar with the content of curriculum standards, and having a narrow knowledge, it is difficult to adapt to modular teaching; (3) Simple teaching methods, lack of teaching reflection and low classroom teaching efficiency; (4) The skills of using information technology are low, which can not be effectively applied to chemistry teaching, and the classroom capacity is small; (5) Not good at creating problem situations, it is difficult to generate new knowledge through interaction in the classroom, and the atmosphere is dull; (6) The consciousness of scientific research is weak, and research cannot be carried out effectively; (7) Lack of relevant knowledge and failure to effectively guide students to carry out research-based learning.
3. Understand the curriculum standards and teaching content requirements
After the implementation of the new chemistry curriculum in senior high school, there has been a situation of "one standard (curriculum standard) and many textbooks (teaching materials)". Each set of teaching materials is based on curriculum standards, but it is presented in different ways, with diverse forms and distinctive features. Faced with the situation from one set of teaching materials (PEP) to "one standard (curriculum standard) with multiple copies", a considerable number of teachers are not rigidly attached to the teaching materials, unable to base their teaching on the curriculum standard, and unable to grasp the teaching content and depth. For example, there are three contents of "electrolytic saturated salt solution" in the chemistry textbook of Jiangsu Education Edition, namely "Chemistry 1", the second topic "Chemical substances obtained from seawater", the first unit; Topic 2 of Chemistry 2: Chemical Reaction and Energy Change Unit 3 "Transformation of Chemical Energy and Electric Energy"; Unit 2 of Chemical Reaction Principles "Transformation of Chemical Energy and Electric Energy" (optional) 1 "Chemical Reaction and Energy Change". The purpose of compiling the textbook is to understand the electrolytic products through the experimental phenomena in chemistry 1 and write the chemical equation of electrolytic reaction. Chemistry 2 requires students to write the electrode reaction formula and the total reaction formula on the basis of chemistry 1. Principles of Chemical Reaction (optional course) requires students to understand the principle of electrolytic cell on the basis of Chemistry 2, and simply explain the discharge sequence of ions on the electrode. But some teachers have finished all the contents of high school in one step. This is not in line with the requirements of curriculum standards and the intention of compiling textbooks, nor with the law of students' cognitive development, which makes it difficult for students to master the knowledge they have learned.
4. Integration of curriculum resources
Curriculum resources are divided into hardware resources and software resources. Hardware resources such as experimental equipment and multimedia equipment; Teaching materials, teachers, students and other teaching AIDS and other software resources. After the implementation of the new curriculum, teaching materials are no longer the "blueprint" in traditional teaching, but only an important teaching resource. Teachers must integrate all kinds of teaching resources, create teaching situations and improve the effectiveness of classroom teaching according to the requirements of curriculum standards and teaching objectives. For example, the new chemistry curriculum in senior high school weakens the traditional practice of introducing elemental compounds according to natural subjects, and provides teachers with a lot of space for creative use of teaching materials. For example, chlorine gas teaching can integrate the following curriculum resources: (1) military resources-chlorine gas is used as a chemical weapon on the battlefield; (2) News resources-chlorine leakage occurred in Chongqing Tianyuan Chemical General Factory; (3) Video resources-content that is difficult for middle schools to complete; (4) Information technology resources; (5) Laboratory resources. However, teachers' ability to integrate curriculum resources is generally low, and it is not uncommon to read the course by the book, let alone how to create teaching situations, exchange discussions and cooperate in exploration, which leads to low classroom efficiency.
Second, to promote the professional development of chemistry teachers countermeasures
To sum up, we can find that the professional development of chemistry teachers is facing many problems that need to be solved urgently. We think we can try to solve these problems through the following ways.
1. Building a learning campus culture to lead teachers' professional development.
Campus culture is the soil for teachers' professional development, which mainly includes material culture, system culture, concept culture and harmonious culture. Material culture is the foundation of teachers' professional development, institutional culture is the guarantee of teachers' professional development, advanced educational concept culture is the catalyst of teachers' professional development, and harmonious culture is the carrier of teachers' professional development. After the implementation of the new curriculum in senior high school, although various training courses have been held by educational administrative departments at all levels, the purpose is to improve teachers' ability to master the new curriculum. However, the foundation of teachers' professional development lies in schools, and school leaders should strive to build a learning campus culture and promote teachers' professional development. As a chemistry teacher, we should have our own professional development plan, establish the educational concept of "student-oriented development" and the teaching concept of "interactive generation of new knowledge", be good at learning in teaching practice, be good at absorbing advanced educational concepts, and constantly enrich ourselves, develop ourselves, improve ourselves and enhance ourselves.
2. Strengthen teaching practice and reflection to improve the effectiveness of teachers' professional development.
The main position of teachers' professional development is in the classroom. Whether the teaching events in teaching can be solved through "reflective teaching" is a sign to measure the degree of teachers' specialization. Teaching reflection refers to the process that teachers re-recognize and reflect on teaching events in teaching practice. It is one of the effective ways to promote teachers' professional development to explore and solve the problems existing in the process of education and teaching with the help of action research and improve the effectiveness of teaching. Teaching reflection can be divided into three stages according to the teaching process: before teaching, during teaching and after teaching. Reflection before teaching aims at clarifying teaching objectives, integrating teaching resources, formulating teaching strategies and improving teachers' wisdom and skills; Teaching reflection aims at interactively generating new knowledge, stimulating thinking, enlightening wisdom, regulating teaching process and ability, and improving teachers' teaching regulation and adaptability; Reflection after teaching aims at summing up the gains and losses of evaluation, improving teaching methods, and focusing on upgrading and improving teachers' teaching summary ability and evaluation ability.
3. Deepen the research on the subject and improve the professional development level of teachers.
The new curriculum advocates "the problem is the subject", which is both a challenge and an opportunity for the professional development of chemistry teachers. First of all, teachers must understand the subject research. For example, to carry out the research on the effectiveness of chemistry classroom teaching, teachers must understand the research status at home and abroad, think about from which angle it is valuable to carry out the research, which research methods are the most appropriate, how to reflect the research results, how to write the opening report and closing report, and so on. Teachers will actively read relevant theoretical books, pay attention to the development of disciplines, and carry out research in teaching practice, which not only improves the theoretical level, but also improves the scientific research ability and writing ability. Secondly, we should be able to guide students to carry out research. The new curriculum of senior high school regards comprehensive practical activities as a compulsory course stipulated by the state, including research-based learning, labor and technical education, community service and social practice. Guiding students to carry out research-based learning has become an essential teaching skill for every chemistry teacher. Guiding students to carry out research is a new task entrusted to teachers by the new chemistry curriculum in senior high schools. For example, the topics such as "recycling of waste batteries" and "investigation and countermeasures of white pollution" that students study involve a lot of extracurricular chemistry knowledge, which requires teachers to have a wider range of knowledge and project guidance ability, which requires teachers to keep learning in teaching practice and realize professional development.
4. Carry out professional cooperation to expand the breadth of teachers' professional development.
After the implementation of the new curriculum in senior high school, school-based research activities have made new progress, and various teaching competitions have emerged one after another, which has promoted the professional development of teachers to a certain extent, but the coverage is narrow. Carrying out professional cooperation is conducive to expanding the breadth of teachers' professional development. Professional cooperation mainly refers to: (1) cooperation with experts. The key point is to improve the theoretical level of teachers, improve the knowledge structure and get more help in practical research. (2) Cooperation among teachers in this discipline. Mainly through school-based teaching and research, such as preparing lessons, speaking lessons, attending lectures, evaluating lessons and teaching and research group activities, we can jointly explore chemistry curriculum standards, textbooks, teaching plans and teaching methods, realize knowledge complementation, share teaching wisdom and skills, better integrate teaching resources, improve teaching skills and enhance teaching effectiveness. (3) Interdisciplinary teacher cooperation. Chemistry teachers should not only be familiar with and master the knowledge system of chemistry specialty, but also have extensive knowledge of related disciplines. Many chemical knowledge and even chemical theories in the new chemistry curriculum in senior high school are directly or indirectly related to physics, biology and other disciplines, and information technology is also widely used in chemistry teaching. Therefore, chemistry teachers should have a broad understanding of physics, biology, information technology and other disciplines. Interdisciplinary teacher cooperation can not only realize knowledge sharing, but also make teaching more intuitive, lively and interesting, easy to understand, increase classroom capacity and improve teaching effect.
In a word, teachers' professional development has become the common focus of educational research in many countries in the world. Facing the new chemistry curriculum in senior high school, every chemistry teacher should feel in learning, practice in feeling, reflect in practice, advance in reflection and realize professional development in progress, so as to better control the new chemistry curriculum in senior high school.
(Editor: Zhang Xianjin)