Resumen de Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study
Keyu Chen, Jiayi Lin, Zihan Wang, Kai Chen, Jing Yang
Chemistry education has been affected in various aspects, especially teaching models, teaching technology, curriculum design, and teaching assessment, in Chinese Mainland since COVID-19 struck. To explore the change in teaching performance and differences in those teaching performances between middle school teachers and university teachers, this study analyzes 46 chemical education journal articles in three academic levels, including Junior High School (JHS), Senior High School (SHS), and university through content analysis method. The result shows that all levels of chemistry teachers (CTs) prefer to adopt two teaching models (live teaching or a combination of live and recorded teaching) and use Tencent Meeting as a teaching platform, but, university chemistry professors can integrate some software (MOOC and WeiXin as well as QQ) into their class to improve the effectiveness of teaching. As for curriculum design and teaching assessment, university teachers can employ the news in the context of the COVID-19 pandemic to carry out teaching more deeply than middle school teachers because university students learn more professional chemistry knowledge, but, all of them tend to evaluate students promptly (like oral assessment) through classroom interaction. Thus, it suggests the government and the school develop educational applications/software and teaching resources and a diverse curriculum to enhance online teaching work both domestically and foreign. And, it is also suggested that teachers should actively participate in the training of educational technology and strengthen cooperation with teachers in other disciplines to build interdisciplinary classrooms.
