Review of Chemistry Teachers'Understanding of Subject in China
ZHANG Xiao-Yan1**, ZHENG Chang-Long2, QIAN Sheng3,4, HU Cheng-Xu5
1. Teacher Education Research Institute of Nanjing Normal University, Nanjing 210000, China; 2. Chemistry Education Research Institute of Northeast Normal University, Changchun 130024, China; 3. Chongqing Education Science Research Institute, Chongqing 400015, China; 4. Department of Education, Northeast Normal University, Changchun 130024, China; 5. Jilin Provincial Institute of Education Science, Changchun 130024, China
Abstract Understanding of chemistry subject is the primitive and structured understanding of subject knowledge, thinking patterns and methods by teachers. In response to the difficulties faced by teachers in implementing core subject competencies and improving their academic abilities in their professional development, the academic community has taken understanding of subject as a breakthrough point and conducted multi-faceted research. In order to grasp the progress and trends of understanding of subject research, this article uses content analysis method to select 139 relevant literature as research samples, focusing on theoretical research, practical research, and evaluation research. Through comparative analysis, the following conclusions are drawn: the different positioning of discipline leads to differences in the field of understanding of subject; The convergence and singularity of disciplinary understanding paths require exploration of diverse understanding paths; The disciplinary understanding of specific topics focuses on problem orientation, but the research topics lack systemic and coherence. How to organically integrate understanding of subject with teaching practice urgently needs theoretical explanation; In the understanding level and ability of chemistry teachers, the dimension of chemistry thinking needs to be strengthened.
ZHANG Xiao-Yan, ZHENG Chang-Long, QIAN Sheng, HU Cheng-Xu. Review of Chemistry Teachers'Understanding of Subject in China[J]. Chinese Journal of Chemical Education, 2025, 46(11): 117-121.
