Evaluation Of Classroom Teaching Ability Of Primary Science Teachers

In the fierce competition in science and technology and frequent scientific education reform,the quality of teachers has become the key to cultivating national scientific and technological talents,improving the competitiveness of science and technology and the success or failure of science education reform.The core element of the quality of science teachers is the ability of classroom teaching.It is the combination of various abilities necessary for teaching activities to carry out teaching activities in the practice of science teaching.It is the psychological characteristic necessary for the successful completion of teaching activities.The level of classroom teaching ability can be used as a basis for evaluating the quality of science teachers to a certain extent.But the ability of teachers based on competence has been controversial,the reasons are:the connotation of scientific teachers' classroom teaching ability is unclear;the evaluation standards for scientific teachers' classroom teaching ability are not perfect;the evaluation method for science teachers' classroom teaching ability is single and so on.Based on these,this study we use the mixed research paradigm of qualitative research and quantitative research,and use the theoretical construction-empirical research-to research the proposed path from three aspects:Research 1:Construct the Structure Model for Classroom Teaching Ability of Science Teachers.Based on the theory of science classroom teaching,phenomenological theory and value theory,this paper use the function of coding and clustering of Nvivo8.0 software to analyze the interview data of existing and first-line teachers' behavior events.The author develop the elements of scientific teachers'classroom teaching ability from the perspective of theory and practice,and use the Delphi expert advice law to select the excellent front-line teachers and college experts,construct the structure model for science teachers' classroom teaching ability in a double way.The results show that the structure of classroom teaching ability of science teachers includes two levels:the scientific teaching quality and scientific teaching ability.Scientific teaching quality includes two core competencies:scientific teaching goal and scientific teaching content.The scientific teaching ability includes six core competencies:situational competence,questioning and interpreting ability,inquiry ability,cooperation and communication ability,evaluation ability and ability to migrate and apply.The core competencies keep the relationship of interdependency rather than a mutually independent relationship in the overall capacity structure model,they work together to achieve the goal of scientific teaching and completion of scientific teaching content,and ultimately to improve the quality of teaching and the development of students' capacity.Research 2:Develop the evaluation tool for science teachers' classroom teaching ability.On the basis of the research one,we focus on the characteristics of classroom teaching and classroom teaching ability,follow the principle of optimization,the principle of operability and the principle of constant,and develop the classroom observation scale,student evaluation scale,student academic achievement test as evaluation tools.And then,we use the method of AHP,factor analysis,reliability and validity analysis to verify the applicability of the tools.The research shows that the three kinds of evaluation tools have high reliability,validity and discrimination,and can effectively measure the classroom teaching ability of science teachers.Research 3:Constructing the evaluation model for classroom teaching ability of science teachers,and implementation empirical research.On the basis of the research two,combining with the characteristics of classroom teaching ability of science teachers,the "teacher evaluation model" of multi-party participation,variety of materials and various ways is constructed.This paper evaluates the selected science teachers by using the evaluation method of classroom behavior,student evaluation and value-added evaluation.The study sample in this section is the 64 science teachers of HZ City and XA City and the 2827 fifth grade students of their teaching class.Through the combination of the three kinds of evaluation,and use the internal and external methods to make an objective,fair,scientific and rigorous evaluation of the classroom teaching ability of the science teachers.According to the evaluation results,we will give each teacher corresponding assessment report,and to explore its professional development path.The research shows:(1)There is no significant difference in classroom teaching ability among teachers of different genders,that is,male teachers and female teachers are roughly the same in classroom teaching ability.(2)There are significant differences in the classroom teaching ability of teachers in different age groups.The differences are mainly in classroom teaching behavior observation,student achievement tests and comprehensive score.(3)There are significant differences between teachers who at different schools,their classroom teaching abilities differ from students' evaluation and students' achievement.(4)There are differences between the two districts of HZ and XA in the student evaluation and student achievement test scores.This paper makes a comprehensive discussion on the structural model of the classroom teaching ability of science teachers,the ability evaluation tools and the factors of competency evaluation,and analyzes the research results from three perspectives:social structure,social action and gender.Based on these,the author try to explore the deep-seated social factors behind the differences.