Problem Expression and Improvement Path of Young Chemistry Teachers’ Experimental Literacy:Based on the Teaching Basic Skills Competition of Jiangsu Senior High School Chemistry Young Teachers in 2020
WANG Bao-Qiang*, JIANG Yu-Zhi, SUN Qing, YU Rong-Xing
Abstract Jiangsu province high school chemistry young teachers’ teaching basic skills competition highlights the examination of teachers’ experimental literacy. There are six items in the contest. Through watching the competition, we found that some contestants’ experimental literacy is weak, which is reflected in the “duplicity” of chemical experiment safety knowledge, the “speciousness” of chemical basic principle knowledge, the failure of “student-centered” in chemical experiment content design, and the failure of “continuous improvement” in chemical experiment operation. This paper analyzes the reasons for the problems of young teachers’ experimental literacy, and puts forward the paths to improve young teachers’ experimental literacy: implementing the training activities to improve teachers’ experimental literacy, carrying out the experimental innovation seminar activities, and highlighting the teaching design based on the experimental content.
WANG Bao-Qiang, JIANG Yu-Zhi, SUN Qing, YU Rong-Xing. Problem Expression and Improvement Path of Young Chemistry Teachers’ Experimental Literacy:Based on the Teaching Basic Skills Competition of Jiangsu Senior High School Chemistry Young Teachers in 2020[J]. Chinese Journal of Chemical Education, 2021, 42(21): 79-85.