Professional Development of Junior High School Chemistry Teacher Based on Subject Understanding: Taking Research and Development Project of Big Idea Lesson “Material Component Exploration” as an Example
YANG Gui-Rong1, ZHENG Chang-Long2**
1. Faculty of Education, Northeast Normal University, Changchun 130024, China; 2. Institute of Chemistry Education, Northeast Normal University, Changchun 130024, China
Abstract Subject understanding is an important part of teachers’ professional development, which can provide subject function analysis for literacy-based classroom teaching. This study collects the data of seminar videos, teacher interview recordings, classroom teaching videos, teaching designs and other data during the seminar of the big idea lesson “material composition exploration”, and uses the elements of subject function analysis to analyze the characteristics and changes of junior high school chemistry teachers’ subject understanding under the intervention of professional learning community through qualitative content analysis, so as to explore the professional development of teacher. The results show that teachers’ subject understanding has undergone significant changes and teachers’ professional quality has changed in theory and practice. At the same time, it is also confirmed that the seminar activities of big idea lessons based on subject understanding under the intervention of the professional learning community can promote the professional development of teachers and provide new perspectives and paradigms for teaching research activities and teacher training.
YANG Gui-Rong, ZHENG Chang-Long. Professional Development of Junior High School Chemistry Teacher Based on Subject Understanding: Taking Research and Development Project of Big Idea Lesson “Material Component Exploration” as an Example[J]. Chinese Journal of Chemical Education, 2023, 44(5): 87-95.
