普通高中化学课程标准（2017年版）明确提出要充分发挥课程的育人功能，建构全面发展学生化学学科核心素养的课程目标体系。如何培养和发展学生的化学学科核心素养，是当前化学教育的研究热点之一。系统思维是一种把研究对象互相联系的各个方面及其结构和功能进行系统认识的思维方法，与化学学科五大核心素养的内涵具有内在一致性，因此可将系统思维作为连接五大核心素养的纽带，在培养学生系统思维的过程中发展核心素养。为更好的评价和发展教师的系统思维教学能力，促进系统思维发展，使系统思维教学真正能够真正落实到一线教学之中，本研究以高中化学“电化学”主题为例，开展了系统思维能力构成、系统思维教学能力表现测量与评价、系统思维教学能力发展的一系列研究。

本研究通过对国内外系统思维的研究以及对教学能力测评的研究进行梳理，在已有文献研究的基础上，结合新课标要求，梳理出了化学学科的系统思维能力构成模型，在此基础上，结合实际课堂教学情况，构建出系统思维取向上的教学案例分析框架，以“电化学”主题为例，在案例分析框架的基础上，开发系统思维取向下课堂教学表现的评价工具，并对31节不同来源的教学课例进行评分。通过SPSS 20.0 软件对评价工具的信效度进行检验，结合专家论证，对评价工具进行了修订，最终形成的系统思维教学表现评价工具包括三个子维度共计11个题项，评价工具和样本总体信效度良好，能够清晰评定系统思维取向的课堂教学表现。最终确定的系统思维教学表现评价工具包含三个维度11个子能力，其中理解系统维度包含系统模型的选择，认识系统的功能，建立局部、具象化要素间关系，建立系统、具象化要素间关系和精致化要素间关系5个子能力；系统建模维度包含抽提抽象化的系统模型，建立局部、抽象化的要素间关系，建立系统、抽象化的要素间关系和精致化系统模型4个子能力；应用系统维度包含简单应用和复杂应用2个子能力。

利用修订后的评价工具，分析系统思维课堂教学各维度的水平和特征，并构建总体的教学水平表现特征。首先进行水平预设，其次利用SPSS 22.0软件对预设水平进行验证，最终将系统思维教学总能力划分为3个水平进阶：具象化系统思维课堂、抽象化系统思维课堂和开放化系统思维课堂，并对各个水平的表现特征进行了质性描述。

此外，本研究还基于教师系统思维教学能力的构成框架和评价研究结果，进行了化学教师系统思维教学能力发展的探索研究。依据系统思维教学案例评价框架和课堂教学评价研究结果，抽提出促进系统思维能力发展的化学教学的关键点。通过对典型个案的课堂实录分析，提取出高水平教学课例的典型特征，对中低水平的课例提出改进建议，并提炼出促进系统思维能力发展的化学课堂教学策略。

The standard of chemistry lesson of general high school (2017 version) have put forward definitively to educate the students by the use of this lessons and built up its aims, which can comprehensively develop the core quality of the chemistry discipline by students. How to culture and develop the core quality of the chemistry discipline of students is the hotpot in the area of the chemistry education. Systematic mind is a method that can systematically cognize the studied objects, which have the relative aspects mutually and its structures, functions. The nature of systematic mind and the five core qualities of the chemistry discipline is cohesively consistent. Thus, systematic mind can be considered as the link to connect the five core qualities of the chemistry discipline. Developing the core quality can be processed during culturing the systematic mind. The aims of this research are to better evaluate and develop the ability of teaching by teachers by systematic mind, promote the development of systematic mind of high school students and apply systematic mind to first-line teaching. It is exemplified by the “electron-chemistry” lesson and unfolds a series of research including the cultivating the ability of systematic mind, the ability of systematic mind of chemistry teachers, and evaluating the ability of systematic mind.

Based on the published papers and connecting the requests of new official files of education, this study concludes the achievements of systematic mind at home and abroad and the testing of the ability of teaching. This study also shows that the mode of the ability of systematic mind. On the basis of this and connecting the realistic situation of teaching, I conclude the framework of the ability of systematic mind of chemistry teachers. To evaluate the ability of systematic mind of chemistry teachers, this study exploits the tool to do that and scores the teaching examples from 31 different resources exemplified by the theme “electron-chemistry”. The evaluating tool has been modified based on the argumentations of experts and the testing of reliability and validity of the tool by another software SPSS 20.0. The final evaluating tool includes three sub-dimensions (total 11 projects). The evaluating tool and the reliability and validity of the samples are good as a whole, which can accurately evaluate the ability of systematic mind of teachers. One of the three sub-dimensions is comprehensive systematic dimension that includes five sub-abilities such as the selection of the systematic model, the function of the cognitive system, establishing the relationship between part and concrete parameters, establishing the relationship between systematic and concrete parameters, and elaborative parameters. Another sub-dimension is system modeling dimension including 4 sub-abilities, e.g. extracting abstract system model, establishing the relationship between part and abstractive parameters, establishing the relationship between systematic and abstractive parameters, and elaborative parameters. The last sub-dimension is systematic dimension of the application, which contains the simple and complex applications.

I use the modified evaluating tool to analysis the level and characteristic dimensions of systematic mind of chemistry teachers and construct the level of teaching ability. First, I preinstall the level, and then use SPSS 22.0 software to validate the advance level, finally divide the teaching ability of systematic mind into three levels (the concrete lessons of systematic mind, abstractive lessons of systematic mind and open lessons of systematic mind) and describe quality the characteristic results of different levels.

In addition, this study also explores the development of teaching ability of systematic mind of teachers based on its framework and evaluated results, which show the key points of promoting the teaching ability of systematic mind of teachers. By analyzing the typical cases of lessons, I extract the typical characters of lessons with high-level. Then based on the experience from that, I put forward some advanced suggestions to the low-medium-level lessons and refine the strategies to improve the developmental ability of systematic mind of high school students.